David Naylor has been President of the University of Toronto
since 2005. He earned his MD at Toronto in 1978, followed by a
PhD at Oxford where he studied as a Rhodes Scholar. Naylor
completed clinical specialty training and joined the Department
of Medicine of the University of Toronto in 1988. He was
founding Chief Executive Officer of the Institute for Clinical
Evaluative Sciences (1991-1998), before becoming Dean of
Medicine and Vice Provost for Relations with Health Care
Institutions of the University of Toronto (1999 - 2005).
Naylor has co-authored approximately 300 scholarly publications,
spanning social history, public policy, epidemiology and
biostatistics, and health economics, as well as clinical and
health services research in most fields of medicine. Among other
honours, Naylor is a Fellow of the Royal Society of Canada, a
Foreign Associate Fellow of the US Institute of Medicine, and an
Officer of the Order of Canada.
Khalid A. Al-Falih took office as president and chief executive
officer of the Saudi Arabian Oil Company (Saudi Aramco) on
January 1, 2009. With 55,000 employees, Saudi Aramco is an
integrated global petroleum company and the leading industrial
enterprise in the Kingdom of Saudi Arabia. Under Al-Falih’s
leadership, the company manages the world's largest proven oil
reserves, and is the world’s largest producer exporter of crude
oil, a major natural gas producer, and a leading player in the
global refining sector.
A veteran of Saudi Aramco for his entire career, which spans
three decades, Al-Falih has served in key leadership positions
across the organization and has driven continued expansion of
the company’s business portfolio into new areas of operations.
As executive vice president for Operations from 2007 through
2008, he oversaw all of the company’s core operations, including
the business lines for Exploration and Producing; Refining,
Marketing, and International; Operations Services; and
Engineering and Project Management. He has also previously
served as the senior vice president of Gas Operations and
Industrial Relations, and as president of Petron Corporation, a
joint venture between Saudi Aramco and the Philippine National
Oil Company in which Saudi Aramco held an equity stake. As a
leader in the company’s corporate planning team, Al-Falih guided
the development of the Kingdom of Saudi Arabia’s first natural
gas strategy, and later played the leading role in negotiations
with international oil companies engaged in the Kingdom's
natural gas initiative. When the company formed its New Business
Development organization in 2003, Al-Falih was appointed as its
first head. In that role, he led the development of world-scale
refining and petrochemical integration projects with leading
global chemical enterprises. He has also served as chairman of
the South Rub‘ al-Khali joint venture between Shell, Total and
Saudi Aramco.
Al-Falih was named to the Saudi Aramco Board of Directors in
2004. He also serves on the Saudi Arabian Supreme Council of
Petroleum and Mineral Affairs, chaired by the Custodian of the
Two Holy Mosques, King Abdullah Bin Abdulaziz Al Saud.
Al-Falih earned his B.S. degree in mechanical engineering from
Texas A&M University in 1982. In 1991, he received his MBA from
the King Fahd University of Petroleum and Mineral Resources
(KFUPM) in Dhahran, Saudi Arabia. His membership in professional
societies includes the American Society of Mechanical Engineers
(ASME), the International Association for Energy Economics
(IAEE), and the Oxford Energy Policy Club.
He was also a member of the board of the Saudi National Program
for Development of Industrial Clusters. Al-Falih is a well-known
advocate for higher education in Saudi Arabia. Since 2008, he
has served as a founding member of the Board of Trustees of the
King Abdullah University of Science and Technology (KAUST). A
new international, graduate-level research university that
opened in 2009, KAUST focuses on research that applies science
and technology to resolve global challenges and advance economic
and social development. Under Al-Falih’s direction, Saudi Aramco
spearheaded construction of the university’s physical campus and
organizational development. The company continues to support
KAUST's economic development mission through partnership in its
Industrial Collaboration Program. Al-Falih also continues to
oversee Saudi Aramco’s partnerships with KFUPM, where he serves
as a member of the university’s International Advisory Board.
He is active in many social programs, and previously served as
chairman of the Dammam City Municipal Council. His board
memberships in other community-focused organizations include the
Technical and Vocational Training Corporation, the Prince Sultan
Bin Abdul Aziz Fund for Supporting Small Business Projects for
Women, and the Eastern Province Society for the Handicapped.
Al-Falih was raised in Dammam, Saudi Arabia. He is married to
Dr. Najah Al-Garawi, a professor at King Faisal University, and
has five children; three girls and two boys.
The role universities are expected to play within society is
becoming increasingly complex. From acting as forcing grounds
for economic growth, to working as fire-fighters for global
problems, the demands on modern universities are many and
various. Producing graduates who are able to compete in a
knowledge economy is one of the most important functions of a
university, and in this regard, universities’ approach to
teaching and learning is of great strategic importance. This
talk will focus on the University of Warwick’s approach to
teaching and learning, and will draw on examples from the
institution specifically in relation to: research-led teaching,
industry links, and new and innovative teaching methods. The
talk will conclude by reflecting on the importance of cultural
agility to universities in negotiating the many competing
expectations they are currently faced with.
Nigel Thrift
Vice Chancellor, Warwick University, UNITED KINGD
Professor Nigel Thrift is Vice-Chancellor of the University of
Warwick. He joined Warwick from the University of Oxford where
he was made Head of the Division of Life and Environmental
Sciences in 2003 before becoming Pro-Vice-Chancellor for
Research in 2005.
Since becoming Vice-Chancellor in 2006, Professor Thrift has
launched an ambitious new strategy for Warwick’s future and has
led the University in: implementing an extensive capital plan;
achieving a large increase in research income; producing
highlevels of philanthropic income; establishing high-profile
partnerships and research collaborations with leading
universities in the US, Australia, India, Asia and Europe; and
rapidly increasing Warwick’s international profile through
initiatives such as Warwick in Africaand the International
Gateway for Gifted Youth.
Professor Thrift has also been instrumental in building on
Warwick’s strong links with business and industry, both
nationally and internationally.
Professor Thrift was born in Bath, educated at Aberystwyth and
Bristol and is aninternational research figure in the field of
geography. He continues to maintain an active research career
alongside his role as Vice-Chancellor and has been the recipient
of a number of distinguished academic awards including the Royal
Geographical Society Victoria Medal for contributions to
geographic research in 2003, Distinguished Scholarship Honors
from the Association of American Geographers in 2007 and
theRoyal Scottish Geographical Society Gold Medal in 2008. He
was made a Fellow of the British Academy in 2003 and received an
Honorary LLD from the University of Bristol in 2010. He is a
member of the Marshall Aid Commemoration Commission, the
American Council on Education’s Blue Ribbon Panel for Global
Engagement, and he is also a trustee of the Council for Industry
and Higher Education. He writes a regular blog for the Worldwise
series in The Chronicle of Higher Education. His current
research spans a broad range of interests, including
international finance; cities and political life;
non-representational theory; affective politics; and the history
of time.
Al Kindi, the10th Century philosopher observed that “We respect
education because it teaches us values”. Across the globe,
inculcation of values once an important objective of
universities, has receded possibly because the prevalent Western
model of higher education has played down their significance.
Sadly, renowned universities, especially in developing
countries, have tended to confine their task to imparting
knowledge in specific disciplines or professional fields. Their
students are hardly exposed to general education or the liberal
arts which inspire a spirit of inquiry and foster critical
thinking skills. They learn little about their own cultural and
religious values nor are they sufficiently exposed to civic
engagement and volunteering. Despite the prevailing crises of
governance across the globe, most students seldom learn about
their country’s Constitution and governance structures.
In an ever changing world where greed has become a dominant
motive of the educated who seem less concerned about others in
their society, where individuals and societies are becoming more
connected electronically but disconnected on matters of national
interests, faith and political philosophies, Al Kindi’s wisdom
is particularly relevant. The case of Pakistan, where curriculum
reforms including elements of community engagement at the Aga
Khan University and other institutions is instructive. It is the
imperative of the 21st Century that universities prepare open
minded graduates with skills and strong value systems that
foster life long personal development and promote respect and
tolerance for the other whether in their society or beyond.
Finally, promotion of world class universities with these
attributes will require significant departure from the
prevailing ranking systems that rely heavily on assessing
research and publications.
Shamsh Kassim Lakha
Founding President and Trustee
Aga Khan University
Shamsh Kassim-Lakha is the Founding President of the Aga Khan
University the first private university chartered in South Asia.
He led the planning, building and operation of this
internationally renowned institution for 27 years in seven
countries of Asia, Africa and the United Kingdom.
In 2007-8, Shamsh served as Pakistan’s Minister of Education as
well as Science and Technology in the Caretaker Government. He
chairs the board of Pakistan Centre for Philanthropy and sits on
the Higher Education Commission of Pakistan (HEC) as well as the
board of International Baccalaureate Organization. Shamsh is
Senior Distinguished Fellow at the Munk School of Global
Affairs, University of Toronto and consults for the World Bank
and Grameen Bank. He has written several book chapters and
articles on school and higher education, higher education
reforms as well as on philanthropy.
Shamsh chaired the Committee that wrote Pakistan’s National
Environment Protection Act (1997). In 2001-2, he lead the
government Task Force for Higher Education Reforms in Pakistan,
whose recommendations resulted in major structural changes in
universities, the creation of HEC, greater access for students
and many fold increase in funding.
Shamsh received his undergraduate education in the UK and MBA
from the University of Minnesota. In recognition of his work he
has received an honorary degree from McMaster University, Canada
as well as national awards of Sitara-e-Imtiaz and Hilal-e-Imtiaz
from the President of Pakistan and Officer of the National Order
of Merit from the President of France.
The position of individuals in society is closely linked to the
labor market. There the hopes and aspirations of people for
rewarded accomplishments are realized. The talents of people,
developed and augmented throughout the education career, in
terms of cognitive and attitudinal characteristics are important
to function well on the labor market with a simple the more, the
better.
The demands for talents on the labor market are not different
from those for good citizenship: there is no trade off in
teaching between talents needed for the labor market and for
society.
The labor market continues to go through major changes,
characterized by an increasing “win” of “technology” over
“education” (Tinbergen, 1975). The demand for well-trained
people has risen faster than the supply (which – by itself – has
grown rapidly in the past decades). This metaphor could be also
increasingly seen as applicable to the content of education,
where the complexities of our society rise faster than can be
accommodated in the delivery of education, as Elkana (2009)
suggests for universities.
It is well recognized that knowledge investments (i.e. more and
better education) is the driver of economic growth. Hanushek and
Woessmann (2010) show: “That cognitive skill can account for
growth differences within the OECD”. Tazeen (2008) similarly
finds that basic (learnable) cognitive skills have a significant
and positive effect on earnings and economic growth. On
attitudes that can be learned in school the evidence is less
conclusive (Levin, 2011).
The mission of the “teaching university” (whether research
based, community based or professionally oriented) is to
contribute to the talents which count on the labor market. A new
refocusing of higher education towards effectiveness and
efficiency in that contribution is urgently needed (and asked
for recently by President Obama in a meeting with university
presidents on Dec. 5,2011).
Jozef Ritzen PhD., MSc.
Founding Chairman, EMPOWEREU
For President Maastricht University
Former Education Minister, The Netherlands
Before assuming his current position, Mr. Ritzen was Vice
President of the World Bank’s Development Economics Department.
He assumed this position in August 1999. In July2001 he assumed
the position Vice President of the World Bank's Human
Development Network, which advises the institution and its
client countries on innovative approaches to improving health,
education and social protection. Mr. Ritzen joined the Bank as
Special Adviser to the Human Development Network in September
1998.
Prior to coming to the Bank, he was Minister of Education,
Culture, and Science of The
Netherlands, one of the longest-serving Ministers of Education
in the world. During his term, he enacted a series of major
reforms throughout the Dutch education system. Mr. Ritzen has
also made significant contributions to agencies such as UNESCO
and OECD, especially in the field of education and social
cohesion. Prior to his appointment as Minister in 1989, Mr.
Ritzen held academic appointments with Nijmegen University and
Erasmus University in The Netherlands, and the University of
California-Berkeley and the Robert M. LaFollette Institute of
Public Affairs at the University of Wisconsin-Madison in the
United States.
Mr. Ritzen obtained a master's degree in physics engineering in
1970 from the University of
Technology in Delft, and a PhD in economics in 1977 from Erasmus
University in Rotterdam. His dissertation on education, economic
growth, and income distribution earned him the Winkler Prins
prize.
He has written or co-authored eleven books. Many articles
written or co-authored by him are published in the fields of
education, economics, public finance and development economics.
The economic and social benefits associated with a highly
educated citizenry have made access and equity in higher
education a national policy priority throughout the world.
Professor Bensimon will discuss leadership and policy strategies
to increase access and success among students from diverse
racial and ethnic backgrounds.
Estela Mara Bensimon
Professor of Education and Co-Director, Center for Urban
Education, USC, USA
Estela Mara Bensimon, is a professor of higher education and
co-director of the Center for Urban Education (CUE) at the USC
Rossier School of Education, which she founded in 1999. The
mission of the Center is to lead socially conscious research and
develop tools for institutions of higher education to produce
equity in student outcomes. Her current research is on issues of
racial equity in higher education from the perspective of
organizational learning and socio-cultural practice theories.
She is particularly interested in practitioner-driven inquiry as
a means of organizational change in higher education.
In the last five years Dr. Bensimon, in collaboration with
faculty and doctoral students affiliated with the Center for
Urban Education, has published about equity, organizational
learning and change, and action inquiry, including a 2012 book,
Confronting Equity Issues on Campus: Implementing the Equity
Scorecard in Theory and Practice and several journal articles
and book chapters, including The Underestimated Significance of
Practitioner Knowledge in the Scholarship on Student Success;
Doing Research that Makes a Difference; Creating a Culture of
Inquiry around Equity and Student Success; Equality in Fact,
Equality in Results: A matter of institutional accountability;
Measuring the State of Equity in Public Higher Education;
Closing the Achievement Gap in Higher Education: An
Organizational Learning Perspective; Dimensions of the Transfer
Choice Gap: Experiences of Latina and Latino Students who
Navigated the Transfer Pathway; Faculty Views of
Underrepresented Students in Community College Settings:
Cultural Models and Cultural Practices; Accountability for
Equity in Postsecondary Education.
Her articles have appeared in Change, Review of Higher
Education, The Journal of Higher Education, Liberal Education,
and Harvard Education Review. Prior to founding the Center for
Urban Education, Dr. Bensimon conducted research on leadership
in higher education and is the author and co-author of several
publications on college presidents, department chairs, and
administrative teams. She is the co-author of Redesigning
Collegiate Leadership: Teams and Teamwork in Higher Education
(with Anna Neumann) and Working with Junior Faculty: The Role of
Department Chairs (with K. Ward and K. Sanders).
Dr. Bensimon has held the highest leadership positions in the
Association for the Study of Higher Education (President,
2005-2006) and in the American Education Research
Association-Division on Postsecondary Education (Vice-President,
1992-1994). During her presidency of ASHE she negotiated a major
grant from the Ford Foundation that made it possible for 100
junior scholars, doctoral students, and young policy analysts to
participate in summer institutes to learn the methods of
critical policy analysis and research. She has served on the
boards of the American Association for Higher Education and the
Association of American Colleges and Universities. In 2011 she
was inducted as an AERA Fellow in recognition of excellence in
research. She is the recipient of the USC Mellon Mentoring Award
for faculty and the Association for the Study of Higher
Education Distinguished Service Award
Dr. Bensimon was a Fulbright Scholar to Mexico in 2002. She
earned her doctorate in higher education from Teachers College,
Columbia University.
This presentation will discuss current developments in the
assessment of learning outcomes in higher education, setting
them in the context of recent developments in higher education
policy and practice.
Higher education brings both social and individual benefits. It
has expanded rapidly in the past 50 years and this expansion can
be expected to continue. However increasing investment in higher
education needs to be justified in the face of competing claims
for public support. Confidence in the quality of higher
education is therefore essential. Accreditation and quality
assurance have developed substantially in past decades and more
recently national and international rankings of institutions
have attracted increasing attention. Nevertheless the quality of
teaching and learning remains largely unknown.
Recent work by the OECD Programme on Institutional Management in
Higher Education has focussed on supporting and evaluating the
quality of teaching in an international context. The feasibility
study for the OECD’s Assessment of Higher Education Learning
Outcomes (AHELO) is an innovative attempt to provide far better
evidence, through a series of tests which will be applicable to
students in different countries and cultures. Once completed
AHELO should support the improvement of teaching and learning in
higher education, by providing a tool for the assessment of
quality in online learning as much as in other modes of
instruction.
Richard Yelland
Head of Education Management and Infrastructure Division, OECD,
FRANCE
Richard Yelland is a senior manager in the Directorate for
Education at the OECD (Organisation for Economic Co-operation
and Development). He has led the OECD’s Programme on
Institutional Management in Higher Education (IMHE) since 1998.
IMHE work focuses on the governance and management of higher
education institutions and the development of their role in
society, with a view to contributing to the improvement of
higher education.
Richard has managed the OECD’s work on the assessment of higher
education learning outcomes since 2008. He is a regular speaker
at international events and has contributed to a wide range of
studies and reports on higher education
Richard joined OECD in 1986 from the then Department of
Education and Science in the United Kingdom where he held a
range of posts in educational policy and administration. In the
late 1990s Richard was seconded to the University of Adelaide,
South Australia.
Richard was born and educated in England, and has a degree from
Cambridge University. He is married to Anne and they have three
children.
Higher education markets are being driven by major trends that
are creating disruptive innovations that will change the nature
of global education. The shift to a knowledge economy has
created demands for skilled workers while the financial crisis
has affected the availability of work. Demands for lifelong
learning, the global flow of students across borders and
pressures to educate growing and increasingly diverse student
populations to ever higher levels of cognitive and noncognitive
skills have put pressures on traditional higher education. Calls
for accountability and quality assurance in higher education
have created a need to go beyond grades and the awarding of
degrees as the measures of production in higher education.
Advances in technology and the open educational resources
movement have created opportunities to develop innovative and
disruptive educational models. These and other trends are
causing a paradigm shift in higher education away from models of
excellence based on exclusion and the quality of research
faculty and towards inclusive, flexible models of education that
allow students to learn what they want, where they want and when
they want. At the core of this paradigm shift is the demand for
direct evidence of student learning outcomes and competencies.
David Payne
Vice President & COO
Higher Education Division
Educational Testing Service
USA
As Vice President and COO for ETS’s Higher Education Division,
David Payne heads the GRE® program and is responsible for higher
education assessments including the Major Field Tests and the
iSkills® assessment. He oversaw the launch of the GRE® revised
General Test in August 2011, marking the biggest change to the
assessment in 60 years.
Working closely with the GRE Board, graduate education
organizations, colleges, universities and public education
systems, Payne helps identify assessment needs in graduate and
professional markets worldwide.
Prior to his current role, Payne served as Associate Vice
President, College and Graduate Programs. He oversaw the
introduction of new content for the GRE® General Test, as well
as the launch of the ETS® Personal Potential Index (ETS® PPI).
Prior to joining ETS, Payne was Vice Provost and Dean of the
Graduate School at SUNY Binghamton. He also served as Director
of Distance Education and was a tenured professor in the
psychology department.
Payne holds bachelor’s and master’s degrees in experimental
psychology from SUNY
Cortland and a Ph.D. in cognitive psychology from Purdue
University. He is a member of the Board of Directors of AACSB
International.
This session will focus on ways in which accreditation both
supports and challenges institutions with regard to student
learning and program assessment. Accreditation standards and
policies call for colleges and universities to provide evidence
that institutions have established goals for student learning,
have implemented processes to evaluate student learning, and
have used the results of such assessments to improve programs.
Over the years the expectations of accrediting organizations
have incentivized many colleges and universities to use student
learning assessments both to assure threshold quality and to
improve programs, but faculty engagement in the process remains
a challenge. How is program enhancement through student learning
assessment best accomplished? What might be done to further
strengthen accreditation in relation to student learning?
Robert Glidden
PRESIDENT EMERITUS
OHIO UNIVERSITY / CALIFORNIA POLYTECHNIC STATE UNIVERSITY
USA
Robert Glidden was president of Ohio University from 1994 until
his retirement in 2004, and served as interim president of
California Polytechnic State University (Cal Poly) in San Luis
Obispo from August 2010 to February 2011. From 1979 to 1994 he
was at Florida State University, as professor and dean of the
School of Music (1979-91) and then as provost and vice president
for academic affairs (1991-94). During his career he has been a
member of the faculties at Wright State University, Indiana
University, The University of Oklahoma, and he was dean of music
at Bowling Green State University in the late 1970s. He also
served for three years, 1972-75, as executive director of the
National Association of Schools of Music and National
Association of Schools of Art in Washington. A native of Iowa,
he took his academic degrees, all in music, from The University
of Iowa: the B.A. in 1958, the M.A. in 1960, and the Ph.D. in
1966.
During his presidency at Ohio University Dr. Glidden was a
member of the Ohio Governor’s Science and Technology Council and
chaired the Ohio Aerospace Institute. He was chair of the
Mid-American (Athletics) Conference and the Inter-University
Council of Ohio, a member of the Board of Directors for Ohio
Campus Compact, and a member of the Ohio Higher Education
Funding Commission from its inception in 1996 until his
retirement. For the American Council on Education he served as
chair of the Commission on Leadership and Institutional
Effectiveness and on the Advisory Committee for the Center on
Policy Analysis. More recently he has facilitated a number of
presidential roundtables for ACE and he continues to work with
the ACE Fellows program as a mentor and leadership coach.
President Glidden has been active in higher education
accreditation for 40 years. He was chairman of the Council on
Postsecondary Accreditation in the mid-1980s and more recently
(1996-98) was founding chair of the Council on Higher Education
Accreditation (CHEA). He served on the CHEA board until 2004.
Presently he serves on the Accreditation Committee for the
American Bar Association.
Dr. Glidden has been a consultant or evaluator for more than 80
colleges and universities across the United States and has
delivered papers on various aspects of American higher education
in Europe, Asia and the Middle East. He has twice served on
higher education quality assessment teams for the Irish
government, most recently chairing a team of Europeans in the
evaluation of the Dublin City University during Spring 2010.
ABSTRACT
Education is more than just transfer of information, yet that is
what is mostly done in large introductory courses -- instructors
present material (even though this material might be readily
available in printed form) and for students the main purpose of
lectures is to take down as many notes as they can. Few students
have the ability, motivation, and discipline to synthesize all
the information delivered to them. Yet synthesis is perhaps the
most important -- and most elusive -- aspect of education. I
will show how shifting the focus in lectures from delivering
information to synthesizing information greatly improves the
learning that takes place in the classroom. Data obtained in a
wide variety of fields and educational settings show that "Peer
Instruction" helps promote the problem solving skills required
of the citizens of the 21st century.
Eric Mazur
Area Dean of Applied Physics, Harvard University, USA
Eric Mazur is Dean of Applied Physics and Balkanski Professor of
Physics and Applied Physics at Harvard University. In addition
to his work in nanophotonics, Dr. Mazur is interested in
education and science policy. In 1990 he developed Peer
Instruction, a method for teaching large lecture classes
interactively.
Peer Instruction has developed a large following, both
nationally and internationally, and has been adopted across many
science disciplines. Dr. Mazur has served on numerous committees
and councils, has chaired and organized national and
international scientific conferences, and presented for the
Presidential Committee of Advisors on Science and Technology. He
serves as consultant to industry in the electronics and
telecommunications industry. In 2006 he founded SiOnyx, a
company that is commercializing black silicon, a new form of
silicon developed in Mazur's laboratory. In 2011 he founded
Learning Catalytics, a company that uses data analytics to
improve learning in the classroom. Mazur is Chief Academic
Advisor for Turning Technologies, a company developing
interactive response systems for the education market. He also
serves on the Scientific Advisory Panel for Allied Minds, a
pre-seed investment company, and on the Scientific Advisory
Board for the Lifeboat Foundation, a nonprofit nongovernmental
organization dedicated to encouraging scientific advancements.
ABSTRACT
Olin College was established with a very large gift from the
F.W. Olin Foundation in 1997 for the specific purpose of
creating a new paradigm for engineering education. It is one
answer to the question: how could you address the educational
imperatives of the 21st century within a four-year undergraduate
engineering program if you could start over—from the ground up?
The mission of Olin College is to prepare students to become
exemplary engineering innovators who recognize needs, design
solutions, and engage in creative enterprises for the good of
the world. This talk will outline the motivations, inquiries and
research, methods used, and results of building an independent
college tuned to this particular task. In addition, some of the
challenges involved in managing a project of this magnitude will
also be shared.
Richard K. Miller Ph.D.
President
Franklin W. Olin College of Engineering
USA
Richard K. Miller became founding President and Professor of
Mechanical Engineering at the Franklin W. Olin College of
Engineering in 1999. Dr. Miller served as Dean of the College of
Engineering and Professor at the University of Iowa from
1992-1999, where he initiated a comprehensive curriculum
revision, a major facilities modernization project, a major
private capital campaign, a fifty percent increase in research
expenditures, and the first Technological Entrepreneurship
Certificate Program for engineers in the nation. He served on
the faculty of the School of Engineering at the University of
Southern California from 1979-92, where he held the position of
Associate Dean for Academic Affairs (1989-92). From 1975-79 he
served on the faculty at the University of California, Santa
Barbara.
Dr. Miller's research interests are in structural dynamics and
nonlinear mechanics with application to earthquake engineering
and spacecraft structural design. He is the author or co-author
of about 100 reviewed journal articles and other technical
publications. He was among the first to investigate such
severely nonlinear dynamic phenomena as vibroimpact of adjacent
structures during earthquakes, elastic wave propagation in
frictionally bonded solids, stability and deformation in
wrinkling membranes, active control of large civil structures,
and dynamic identification of hysteretic structures. His
research in spacecraft structures includes the design of large
precision deployable truss antenna structures, the design of
large inflatable reflectors, and the accurate analysis of the
large deformation of articulated trusses during deployment.
Recent research interests include the biomechanics of the human
digestive tract.
He has been a consultant to many companies including the
Aerospace Corporation, NASA's Jet Propulsion Laboratory, Hughes
Aircraft Company, and Astro Aerospace Corporation (TRW), where
he made significant contributions to the Heliogyro, Solares,
Mast Flight Experiment, Milstar, Mobile Transporter, and many
other projects.
A native Californian, Dr. Miller earned his B.S. degree in
Aerospace Engineering in 1971 from the University of California,
Davis. In 1972, he earned his M.S. degree in Mechanical
Engineering from the Massachusetts Institute of Technology. In
1976 he earned his Ph.D. in Applied Mechanics from the
California Institute of Technology.
Dr. Miller's interests as a university leader go considerably
beyond engineering and include innovation in undergraduate
education, business entrepreneurship, and academic
administration. He has won five major teaching awards at two
universities. He is a member of AIAA, ASME, ASCE, ASEE, Tau Beta
Pi, Phi Kappa Phi, and Sigma Xi.
Dr. Miller and his wife Beth first met in elementary school in
Tranquillity, California, and have two daughters, Katherine and
Julia.
ABSTRACT
The primary purpose of education is to equip students for
success in life – in the workplace, in civic society and in
their personal lives. Given the particular nature of life in the
21st Century, this essentially means equipping them with a set
of personal skills to enable them to navigate the challenges of
a dynamic, globalised society and an increasingly digital
working and social environment. In this presentation I will
outline a range of innovations in the teaching and learning
environment that we have implemented at Dublin City University
in order to adjust to, and exploit the advantages of, 21st
Century conditions.
I will focus on 3 particular developments:
• Generation 21: essentially a Graduate Attributes initiative
which aims to shape our students into rounded individuals who
are well-prepared to succeed in 21st Century society
• DCU On-Line: this initiative both leverages the opportunities
of technology-enhanced learning and aims to instill a ‘digital
intelligence’ in our students. The role of the educator must
change and the skills of Digital Pedagogy must be embraced.
• The SAILS (Strategies for Assessment of Inquiry Learning in
Science) Project: This European Union Project led by DCU focuses
on Inquiry-based Learning for STEM Subjects.
Brian
MacCraith
MSc, PhD, CPhys, FinstP, FSPIE, MRIA
President, Dublin City University
IRELAND
Brian MacCraith received his B.Sc and PhD in physics (Optical
Spectroscopy of chromium-doped crystals) at NUI, Galway. He
joined the staff of Dublin City University in 1986 and
established the Optical Sensors Laboratory shortly afterwards.
Since then, he has been prominent in the field of optical
chemical sensors and biosensors, biomedical diagnostics and
nanobiophotonics.
In 1997, Prof. MacCraith was a Visiting Scientist at the Naval
Research Laboratory in Washington DC, working on Optical Array
Biosensors at the Centre for Biomolecular Science and
Engineering. In October 1999, he became founding Director of the
National Centre for Sensor Research (NCSR; www.ncsr.ie) at DCU.
The NCSR has now grown to a scale of 240 researchers. In August
2001, Prof. MacCraith was elected to Fellowship of the Institute
of Physics. In 2005, a spin-off company (Gas Sensor Solutions)
based on technology developed by Prof. MacCraith won the Liavan
Mallin Invent Award for innovation. In October 2005, he was
appointed Director of the Biomedical Diagnostics Institute (BDI;
www.bdi.ie) with funding of €22.5m. The BDI is an
Academic-Industrial-Clinical partnership involving over 100
researchers and is focussed on the development of
next-generation Point-of-Care diagnostic platforms. In 2007,
Prof MacCraith was elected to membership of the Royal Irish
Academy (RIA). In 2008, he co-chaired Europtrode IX, the major
European conference in Optical Chemical Sensors and Biosensors.
In December 2009 he was elected to Fellowship of SPIE, the
international Photonics Organisation. Prof MacCraith is renowned
internationally for his research on optical chemical sensors and
biosensors; he has a substantial track record of publications
and intellectual property in this area. Currently, he is a
member of the Forfas Advisory Council on Science, Technology &
Innovation and the Government-appointed High-Level Steering
Group on Research Prioritisation.
Prof. MacCraith also has a strong profile in teaching and
learning activities. He was also responsible for establishing
DCU degree programmes in Physics with French and Physics with
German. In addition, Prof. MacCraith has had a substantial
involvement in Science Education activities through membership
of the Institute of Physics Education Subgroup, the RIA National
Commission for the Teaching of Physics and various DCU
committees dealing with this topic. He has also organised
Training Workshops for Physics teachers and, with funding from
Intel Ireland, the "Young Women in Physics" series aimed at
attracting Secondary schoolgirls into physics careers. More
recently, in his roles as Director of the NCSR and BDI,
respectively, he pioneered the establishment of Education and
Outreach programmes with a special focus on enhancing Primary
and Secondary School Science Education.
In July 2010, he was inaugurated as President of Dublin City
University, a position that he will hold for 10 years.
ABSTRACT
Liberal Education is an approach to learning that empowers
individuals and prepares them to deal with complexity,
diversity, and change. It provides students with broad knowledge
of the wider world (e.g. science, culture, and society) as well
as in-depth study in a specific area of interest .
A liberal Education program prepares students to be able :
- to make connections across disciplines
- develop the capacity to entertain multiple perspectives and
interpretations
- develop an understanding of culture and the connections
between themselves and others in relation to physical,
historical, social, and global contexts
Critical thinking (the ability to define, analyze, and
synthesize) and Practical application of Knowledge are major
elements of liberal education core programs.
Some Universities worldwide has developed complete undergraduate
or postgraduate programs in Liberal Education. Others integrated
liberal education as a part of the curricula in all disciplines
at the under graduate level. The Liberal Education Core involves
study in Communications, Mathematics, Social Studies,
Humanities, and Natural/Health Sciences.
This is the case of many of the universities in Lebanon,
especially the American University of Beirut that integrated
about 30 credits in all BS/BA degrees to represent the general
education component. The impact of this education and the
effectiveness will be presented in this paper through the
Lebanese experience.
Hassan
B. Diab
Minister of Education
and Higher Education of Lebanon
Hassan B. Diab received his B.Sc. (with Honors) in
Communications Engineering from Leeds Metropolitan
University,U.K. in 1981, his M.Sc. (with Distinction) in Systems
Engineering from the University of Surrey, U.K. in 1982, and his
Ph.D. in Computer Engineering from the University of Bath, U.K.
in 1985. He is a registered Chartered Engineer in the
Engineering Council, UK, and a registered Chartered Professional
Engineer in the National Professional Engineers Register,
Australia. Dr. Diab is a Professor of Electrical and Computer
Engineering at the Faculty of Engineering and Architecture,
American University of Beirut (AUB), Lebanon and has 24 years of
experience. He has around 120 publications in internationally
refereed journals and conferences. His research interests
include cryptography on high performance computer systems,
modeling and simulation of parallel processing systems, embedded
systems, reconfigurable computing, simulation of parallel
applications, system simulation using fuzzy logic control, and
the application of simulation for engineering education. He has
supervised/co-supervised 77 research projects, including 29
Masters Theses, 3 graduate-level Special Projects and 45 senior
undergraduate projects. He has also led close to 30 research
projects sponsored through local and international grants.
Professor Diab chaired the First as well as the Second LAAS
International Conference on Computer Simulation held at the
American University of Beirut , Lebanon during September 1995
and 1997 respectively. He was also the Program Committee
Vice-Chair of the ACS/IEEE International Conference on Computer
Systems and Applications, held inTunisia during July 2003 and
the Program Committee Co-Chair of the ACS/IEEE International
Conference on Pervasive Services, held at the American
University of Beirut , Lebanon during July 2004. Since 1994, he
has served as member on around 50 organizing committees of
international conferences. He has also refereed over 300 papers
for 54 different international journals and conferences as well
as acting as an external referee for many promotion applications
and research proposals. Dr. Diab is an external reviewer for the
Oman Accreditation Council charged with assisting in the
development of the Omani higher education sector through
institutional quality audits and accreditation processes. In
addition to serving on the advisory/editorial board of three
journals, he served as the Associate Editor of the SIMULATION
Journal, Transactions of The Society for Modeling and Simulation
International, USA , and is currently the Associate Editor of
the Journal of Defense Modeling and Simulation. During June 2005
– September 2006, he was a member of the Scientific Research
Council of the Sultanate of Oman. Professor Diab received 13
international and regional awards including the Fulbright
research award (1988), and the 1992 Young Arab Scientists Shuman
prize in Engineering.
He is an honorary member of the Advisory Board in several
international biographical organizations and has received 63
invited international honors including Who’s Who in the World
and Who’s Who in Science and Engineering. Professor Diab served
as the Chairman of the Department of Electrical and Computer
Engineering (600 students) at the AmericanUniversity of Beirut
during 1998-2001. During 1986 - 2004, he has served on 76
committees inside (37) and outside (39) AUB including
Task-Team-1 (Mission, Goals, & objectives) of the accreditation
team for AUB institutional accreditation by the Commission on
Higher Education (CHE) of the Middle States Association of
Colleges and Schools (MSACS) as well as co-chair of the
re-accreditation Working Group # 7 (General Education and
Related Educational Activities) Committee which is part of the
re-accreditation team. He has been a member of the Board of
Trustees of Dhofar University, Oman since August 2004.
He has also been seconded by AUB to serve as Founding Dean of
the College of Engineering and Acting President of Dhofar
University, Oman (August 17, 2004 – July 31, 2005), and later as
Founding President and Acting Dean of the College of Engineering
(August 1, 2005 – September 30, 2006). Effective October 2006,
Professor Diab was appointed as Vice President for Regional
External Programs (REP) at AUB. He is a Founding Member of the
first Arab Computer Society established in 2001 as well as the
Founding Member of the IEEE Student Branch at AUB in 1997.
Professor Diab is a Fellow in the IEE and the IEAust, as well as
a Senior Member of the IEEE. In July 2011, Professor Diab was
appointed as Minister of Education and higher Education in the
Lebaneese goverment.
The ProFIS (Portuguese acronym for Interdisciplinary Higher
Education Program) is a 2-year undergraduate course established
in 2011 at Unicamp. The program was created for the purpose of
increasing the access to the university for low-income and
minority students by way of an innovative general education
program. Students admitted to ProFIS are from public high
schools throughout the city of Campinas. The program admits the
best students of each school. This is fundamental to achieving a
broad race, color, and socioeconomic representation of the
students.
The idea of a liberal-arts program is still a rarity in Brazil
despite several studies showing that a general education program
contributes to personal development in ways that professional
degree programs do not. Most academic programs in Brazil focus
on a single subject area. ProFIS is a hybrid between a “college”
model and a more traditional professional degree. The program
also includes research activities, where each student develops
an individual project under the supervision of an advisor. The
objective of the curriculum is to help students develop a
multicultural appreciation of human, social, artistic and civic
engagement. Another objective is to promote intellectual
diversity as indispensable to critical thinking and the
understanding of the universe, of mankind and its history.
I will discuss several challenges that UNICAMP faced in
implementing this program. Among them, the lack of understanding
of the program by the faculty members and students (and their
families), not to mention potential employers and the larger
society. The inexistence of similar programs in Brazil leads to
practical problems regarding accreditation, for example.
However, it is already clear that ProFIS has had a strong impact
on the University and on the Brazilian higher education context.
Marcelo Knobel
Vice-President for Undergraduate Programs
State University of Campinas, Brazil
Marcelo Knobel is the Vice-President for Undergraduate Programs
at UNICAMP. He is an Eisenhower Fellow (Multi-Nation Program
2007), a Guggenhein Fellow (2009), and Commander of the Order of
Scientific Merit (Brazil). He is a Full Professor of the
Instituto de Física “Gleb Wataghin” (Gleb Wataghin Physics
Institute), of the Universidade Estadual de Campinas (University
of Campinas, Unicamp).
He has a PhD in Physics from Unicamp, and post-doctorate stages
at “Istituto Elettrotecnico Nazionale Galileo Ferraris”, Turin,
Italy, and “Instituto de Magnetismo Aplicado”, Madrid, Spain.
From 1999 to 2009 he leaded the Laboratório de Materiais e
Baixas Temperaturas (Materials and Low Temperatures Laboratory),
and from 2002 to 2006 he coordinated de Núcleo de
Desenvolvimento da Criatividade (Criativity Development Center,
Nudecri), and from 2006 to 2008 he was the Executive Director of
the Exploratory Science Museum, at UNICAMP.
Knobel has published more than 230 articles in refereed
journals, mainly in the field of magnetism and magnetic
materials. He has presented more than 80 invited seminars in
several institutions, and more than 50 invited lectures in
international conferences. Also, Knobel has been
enthusiastically promoting the popularization of science and
technology in Brazil.
ABSTRACT
Much of the research on World Class Universities has been
focused on such issues as access, funding, research
productivity, rankings, and the impact of globalization. In
general, there has been little attention given to the
undergraduate curriculum and pedagogy.
Building higher education institutions for the 21st century and
sustaining them at an acceptable level of effectiveness and
quality is on the short list of priorities of every country that
wishes to be competitive in the global marketplace. Space
shortages for students, lack of resources for teaching and
learning, and the scarcity of well-qualified faculty work
against that goal. In this environment of pressing issues,
design of the curriculum for undergraduate students with a focus
on the role of liberal education and its commitment to breadth
of subject matter is not a high priority. Yet, the curriculum
and outcomes of the teaching learning process for students is an
important proxy for quality.
In many countries, market forces and economic development
imperatives have combined to promote narrow specialization in
curricular options and student choice. This trend raises a
fundamental question for higher education: what is the purpose
of undergraduate education? Is it principally vocational
preparation for students or does it have broader purposes for
the individual and society? In a high tech, globalized
environment with a rapidly changing marketplace, is there a
danger in training students to narrowly? These basic questions
will be addressed as we examine what it means to be a World
Class Teaching University.
Patti McGill Peterson
Senior Associate
Institute for Higher Education Policy, USA
Dr. Peterson is Senior Associate at the Institute for Higher
Education Policy (IHEP) whose mission is to increase access and
success in postsecondary education around the world through
research and programs that inform key policy makers. Previously,
Dr. Peterson served as Executive Director of the Council for
International Exchange of Scholars (CIES) and Vice President of
the Institute of International Education (IIE). CIES coordinates
international educational exchange with over 150 nations and has
administered the Fulbright Scholar Program since 1947. During
her tenure the Fulbright Program added innovative programs that
fostered higher education development through academic exchange
and greater cross-cultural collaboration on issues of global
significance.
Dr. Peterson is President Emerita of Wells College and St.
Lawrence University where she held presidencies from 1980 to
1996. She served on the faculty of the State University of New
York, Syracuse University and Wells College and was Senior
Fellow at Cornell University’s Institute for Public Policy. Her
leadership positions have included Chair of the U.S.-Canada
Commission for Educational Exchange, the National Women's
College Coalition, the Public Leadership Education Network and
President of the Association of Colleges and Universities of the
State of New York. As a member of the American Council on
Education’s (ACE) Commission on National Challenges in Higher
Education she helped to identify higher education priorities for
the President of the United States. She served on the ACE
Governmental Affairs Commission, the Board of Overseers of The
Nelson A. Rockefeller Institute of Government and the Ford
Foundation’s International Fellowship Program. Her current board
memberships include the University of Wisconsin Board of
Visitors, National Research University, HSE, Moscow, the Council
for International Educational Exchange and the Roth Endowment.
Dr. Peterson holds a B.A. from the Pennsylvania State
University, an M.A. and Ph.D. from the University of Wisconsin
and did post-graduate study at Harvard University. She has
received numerous grants and awards, including five honorary
degrees.
ABSTRACT
Diversified and differentiated academic systems are necessary to
ensure that the key functions of higher education are
effectively delivered. This means that a significant part of any
academic system must be devoted mainly to teaching, with
research largely reserved to a small number of universities at
the top of the academic system. In general, higher education
systems are determined by public authorities and not left to the
academic institutions. The California public higher education
system, created by the California Master Plan in 1960, is one of
the most successful efforts to create a differentiated system.
Its three levels—the research-oriented University of California
system, the more teaching-focused California State University
system, and the vocationally-focuses community colleges
constitute an integrated and effective arrangement. Some other
countries have created successful systems that ensure that the
various responsibilities of postsecondary education are
provided.
Philip
Altbach
Monan University Professor of Higher Education
Director, Center for International Higher Education (CIHE)
Philip G. Altbach is J. Donald Monan, S.J. University Professor
and director of the Center for International Higher Education in
the Lynch School of Education at Boston College. He was the
2004-2006 Distinguished Scholar Leader for the New Century
Scholars initiative of the Fulbright program. He has been a
senior associate of the Carnegie Foundation for the Advancement
of Teaching, and served as editor of the Review of Higher
Education, Comparative Education Review, and as an editor of
Educational Policy.
His most recent book, coedited with Jamil Salmi, is The Road to
Academic Excellence: The Making of World-Class Research
Universities. He is author of Turmoil and Transition: The
International Imperative in Higher Education, Comparative Higher
Education, Student Politics in America, and other books. He
coedited the International Handbook of Higher Education. Other
recent books are World Class Worldwide: Transforming Research
Universities in Asia and Latin America, Leadership for
World-Class Universities: Challenges for Developing Countries
and Trends in Global Higher Education: Tracking an Academic
Revolution.
Dr. Altbach holds the B.A., M.A. and Ph.D degrees from the
University of Chicago. He has taught at the University of
Wisconsin-Madison and the State University of New York at
Buffalo,, and was a post-doctoral fellow and lecturer on
education at Harvard University. He is chairperson of the
International Advisory Council of the Graduate School of
Education at the Shanghai Jiao Tong University, and is a Guest
Professor at the Institute of Higher Education at Peking
University in the Peoples Republic of China, both in China.
He has been a visiting professor at Stanford University, the
Institut de Sciences Politique in Paris, and at the University
of Bombay in India. Dr. Altbach has been a Fulbright scholar in
India, and in Malaysia and Singapore. He has had awards from the
Japan Society for the Promotion of Science and the German
Academic Exchange Service (DAAD), has been Onwell Fellow at the
University of Hong Kong, and a senior scholar of the Taiwan
Government.
ABSTRACT
The fundamental question universities endeavour to answer is how
to ensure that graduates can be productive in an environment of
perpetual change. In addition to practical subject matter skills
and knowledge, graduates will increasingly need a capacity for
critical thinking, collaboration and dialogue. While a focus on
effective teaching and learning are clearly crucial, research
also has a key role to play as a core driver of relevant
content.
Since its founding in 1957, the University of Waterloo has
created an innovative education model highly adapted to the
needs of today’s students. The model combines the mutually
reinforcing elements of world-class research, grounded in
business and community needs, and a teaching/learning model
based on the most relevant content and co-operative work
experience. The university’s innovative, inter-disciplinary
technology incubator for undergraduates fosters critical
thinking, new idea generation and collaboration.
Today, the University of Waterloo is the largest co-operative
post secondary education institution of its type in the world.
It is considered Canada’s best overall and most innovative
university and is ranked in the top 100 post secondary
institutions in the world . It is also home to the world’s
second most successful high-tech incubator. Many start-up
companies have begun as ideas at Waterloo and some, such as
Research in Motion and Open Text, have become international
success stories.
The presentation will explain how Waterloo’s reputation for
delivering results has made the university a top choice among
national and international high school graduates, among
businesses, academia and community groups seeking collaborative
research partnerships and among world-class employers, including
Microsoft and Google, competing for the most qualified talent.
Feridun Hamdullahpur
President and Vice-Chancellor University of Waterloo, CANADA
Feridun Hamdullahpur is the President and Vice-Chancellor and
professor of mechanical and mechatronic engineering at the
University of Waterloo. Previously Dr. Hamdullahpur served as
the Provost and Vice-President Academic (2006-09) and as the
Vice President Research and International (2000-06) at Carleton
University in Ottawa. He has more than 34 years of university
teaching, research, and leadership experience.
Since arriving at Waterloo, Dr. Hamdullahpur has established
connections with this institution’s various constituencies,
including students, faculty, staff, and alumni, and the
university’s many partners. He has spearheaded several
initiatives and has pursued projects already underway that focus
on student experience and success, and teaching and research
excellence, and is committed to placing Waterloo on a trajectory
to meet its Sixth Decade goals.
Dr. Hamdullahpur received his Bachelor’s and Master’s degrees in
mechanical engineering at the Technical University of Istanbul,
Turkey, and a PhD in chemical engineering at the Technical
University of Nova Scotia in Halifax. Dr. Hamdullahpur has been
an active researcher and supervisor. His research areas include
energy conversion, thermo-fluids, bio-mass gasification and
combustion and fuel cells. He has published more than 150
scientific and technical articles and supervised more than 40
graduate students.
ABSTRACT
The address will focus on how Europe through the le Bologna
process has moved from a huge variety of educational systems to
a more streamlined system while still maintaining the diversity
and identity. It will address the change of focus from teacher
focus to student focus, to measure learning outcomes,
competencies – also the generic ones – to acknowledge the
importance to deliver to students education and knowledge that
serves the needs of the labour market. The presentation will
look at what impact these changes have had on universities,
their priorities and processes as well as on other education
related structures in Europe. Finally some aspects to how
effective teaching and learning can influence your international
relations will be added.
Gudrun Paulsdottir
President, European Association of International Education,
NETHERLANDS
Gudrun Paulsdottir is the International Strategist at Mälardalen
University, Sweden where she has been employed since 1992. She
has during that time among others been the Head of Admission,
Degrees and International Office, the Director of the
International Office and the Director of Student Affairs. She
joined the Vice Chancellor’s office in October 2007 and has
since then been in charge of a variety of projects, the largest
being the reorganisation of the university, merging 9
departments into 4 schools. She is since September 2011 placed
at the Division for Education and Research.
Her area of expertise is internationalisation of higher
education, university management and intercultural
communication. She is and has been involved in a number of
international development projects and has been an expert for
the European Commission on a number of occasions as well as the
Nordic Council. She serves as an international expert in matters
related higher education and internationalisation.
Gudrun is currently the President of the EAIE, The European
Association for International Education, where she has also been
on the Executive Board, in the Conference Programme Committee as
well as the Professional Development Committee.
Dr.Salim Al Malik, MD, ABP, FAAP,
FAAA&I, MSc, CPE
General Director for International Affairs
Conference Supervisor / International Conference on Higher
Education
MOHE, SAUDI ARABIA
