Last month, Professor Benny Ng was looking for material to welcome his new students to Chem 60 at Los Angeles Pierce College. Ng had recently started ACUE’s course in Effective Online Teaching Practices and completed the first module, Welcoming Student to Online Learning. He wanted to create a lighthearted welcome video to assuage his students’ fears about online learning—and encourage them to read the syllabus.

That’s when he stumbled upon a short video of Snoop Dogg circulating on social media. A network of colleagues across the continent had each kicked in money to have the legendary rapper record a message on Cameo urging students to read their syllabus. After securing permission, Ng used the clip to create a welcome video that caught his students’ attention and went viral:

was not expecting this from my chem professor but i’m also not complaining pic.twitter.com/zR8lSn18Km

— ❁ུ۪ (@kawaiitlyn) September 1, 2020

“Students often tell me that online learning feels like they are working alone in the dark,” said Ng, whose video has racked up over 10 million views. “They see a bunch of names of classmates without seeing their faces. I want to create a safe and inclusive online learning environment so that students become more willing to participate in class.”

We asked him about the video and his work as a teacher in the interview below.

Why did you become a teacher and what do you love most about it? 

I’m a first-generation college graduate from an immigrant family, so I wanted to become a teacher and mentor to provide students with the confidence and skills they need to be successful in their future endeavors.

The best reward for being a teacher is hearing from my former students. It’s when they tell me that they excelled in organic chemistry, or transferred to their dream four-year university, professional school. Sometimes, they did not believe they could do it and I get to see the transformation process unfolding right in front of my eyes.

What motivated you to participate in ACUE’s course this year? 

I am participating in ACUE’s Effective Online Teaching Practices course this year because I want to learn and implement more research-based practices into own teaching. All of us need to have a growth mindset and, as an instructor, I want to lead by example.

What inspired your approach to creating your welcome video?

Students often tell me that online learning feels like they are working alone in the dark. They see a bunch of names of classmates without seeing their faces. I want to create a safe and inclusive online learning environment so that students become more willing to participate in class.

Therefore, I wanted to create a welcome video that would also give students the feeling that, “this is going to be a different kind of class.” I thought that giving them a snippet of my personality and having Snoop Dogg appear could do that—and set the stage for us to have a successful teaching and learning journey together.

Why did you focus on having students read the syllabus?

The syllabus is often the first document students receive from teachers, but it’s also the most overlooked. As a first-gen immigrant college graduate myself, I did not know what syllabus was about. They usually ended up crumbled at the bottom of my backpack.

When I became a professor, I realized the syllabus is about more than what students will learn and do in the class. It’s an opportunity to welcome my students and give them an idea of who I am and how I teach. A welcoming and inclusive syllabus helps set the tone for the class.

What has the response been like from your students? 

The response has been overwhelmingly positive. My students are all excited and motivated to learn chemistry. I think the video helps ease some of the anxiety about this course because they think chemistry is a difficult subject.

Dr. Benny Ng is currently a Professor of Chemistry at Los Angeles Pierce College and an adjunct Chemistry Lecturer in California State University Channel Islands.

 The Cameo video of Snoop Dogg was originally purchased by a network of colleagues, led by Ryan Briggs.

by: Amy Lannin, PhD, Director, Campus Writing Program & Associate Professor in English Education, Missouri

Amy Lannin, Director, Campus Writing Program & Associate Professor in English Education, Missouri

At a large university, it may seem unlikely to see direct results of the teaching that we do. But in the spring and summer of 2018, thanks to work with our first ACUE cohort at the University of Missouri (Mizzou), I was able to witness results of professional learning that was impacting students, even to the point of influencing a student’s choice in college majors.

Eric Parsons, Associate Teaching Professor and Director of Undergraduate Studies, Missouri

Meet Dr. Eric Parsons, associate teaching professor in the Economics Department and instructor of a large introductory economics course. Dr. Parsons was involved in the first ACUE cohort at the Mizzou, and I was one of three campus facilitators. Each week I would read the modules, read entries in the online discussion boards as participants would share questions, concerns, implementation plans, and reflections. Several of the instructors shared concerns that the modules did not address how to adapt these hands-on, active learning, and discussion-based strategies to a large class. However, one professor stood out to me as being open to trying these things, Dr. Parsons.

The irony was that my son, a first-year student, was enrolled in Dr. Parson’s large-enrollment economics course. It seemed as if I had a front row seat and a backstage pass in a teaching and learning performance. My son was enjoying this class, and when he was home visiting, he described several times how effective the instructor was. It took me a little while to realize that the instructor my son talked about was the same ACUE participant who shared the challenges and successes of his lecture-based course with our ACUE learning community.

After the semester, and with permission from both my son and the instructor, I started culling discussion board posts to see the script that had played out during the semester. Dr. Parsons would have faced plenty of challenges, as he was teaching 500 students in back-to-back lectures. Through the ACUE discussions, we can see some of his own implementation and reflection on teaching.

Early in the semester, after the ACUE module on “Leading the First Day,” Dr. Parsons posted this in the discussion board:

Tying into the first unit, I’m planning to implement a group goal-setting/class buddy activity on the first day of class, which should work to enhance both the community-building and goal-setting outcomes in the course. I already include mutual introductions (aided by REEF polling) on the first day, but I plan to enhance this somewhat to allow for more of a reciprocal interview.

After the module on “Planning an Effective Class Session,” Dr. Parson described using small group strategies to engage learners, trying this despite the challenge of teaching in a large lecture hall and trying to still facilitate groups:

At the end of my class today, I had students break into small groups, work together on a one-sentence summary, and then each respond to a REEF polling question with the summary. After class, I looked through the responses (with the help of my head TA), picked the best ones, and posted them as an announcement to Canvas. This seemed to work pretty well, and there were some good responses. I would say it took roughly five minutes to implement.

The module on “Active Learning Techniques” provided further explanation of how Dr. Parson used these strategies:

The primary active learning activity I use in my large lectures is to present frequent questions over the material that are interspersed throughout the lecture and which students answer using the REEF polling system. These questions count for 5% of the student’s overall course grade and are graded on a completion basis. I feel these are valuable for the students because they help to break up the lecture and allow the students to both test their understanding and compare themselves anonymously to the rest of the class. They also provide a nice study aid for the students to refer to as they prepare for exams. I find the questions useful because it allows me to see how well students are understanding the concepts as we go along. They also help to boost attendance.

Midway through the ACUE course, Dr. Parson was reflecting on use of visuals and graphic organizers, and he concluded a lengthy discussion board post with these comments about helping students develop deeper conceptual understanding:

Another thing I try to emphasize in class is that the course is called Principles of Microeconomics, not Memorize a bunch of stuff about economics. Along these lines, I am always trying to link the concepts from the various chapters together so students can see when we’re simply re-applying an old concept to a new problem with perhaps a slight twist, variation, or addition. This module has got me thinking that it might be useful to put together a master concept map for the course that students could refer to, possibly in conjunction with producing their own for comparison. With enough post-it notes and red yarn, I could make my office look like the apartment of a half-crazed investigator in a crime show who is obsessed with tracking down the suspect.

As noted in Dr. Parson’s discussion board posts, students were learning through a variety of strategies to help them engage with the course content and build a community. My son, Justin, often commented about how engaging the course was, especially with these virtual questions and use of small discussion groups during class. In fact, at the end of the semester, Justin, a chemical engineering major, went to his adviser to pick up economics as a second major. Not only did he learn about economics in Dr. Parson’s class, but Justin became passionate about the discipline.

As university professors, we may not feel there is time for additional learning. However, I have seen in my own experiences, with colleagues, and now through a student’s experience, that when we prioritize our own professional learning, and then apply and reflect upon the newfound practices, the benefits are well worth the time and effort. And, quite often the changes we implement do not take more time or negatively impact the amount of content covered—but do provide depth of content, deeper learning and engagement for our students.

by Kristina Ruiz-Mesa

I remember the day when my perspective about myself and my communication radically shifted.

I was a recently hired administrator in a diversity office at a private, elite institution of higher education in the early 2000s. During a work-related event, I was assisting my supervisor, when a high-level university official came by and introduced himself. The next thing I knew, this individual was commenting on my speaking skills and how well I spoke English. In my mind, I was an accomplished individual, with a graduate degree in Communication, who was born and raised in New Jersey and who graduated from a highly selective, private university; so yes, my oral communication skills and my command of American English were pretty darn good.

I was raised in a Caribbean (Puerto Rican & Cuban) household where I was taught that no one would care that my last name was Spanish as long as I worked hard, dressed neatly, and spoke clearly. My parents firmly believed that through hard work and determination, nothing was impossible. While I do believe that hard work is a vital component to self-actualization and professional success, what I, and my parents, underestimated was how others’ assumptions about who I am, what I represent, and what I should sound like as a speaker would influence the trajectory of my career.

The Importance of Inclusive Teaching

Of the nearly 20 million students enrolled in U.S. institutions of higher education, more than 56% are first-generation college students (RTI International, 2019), 40% identify as students of color (U.S. Department of Education, National Center for Education Statistics, 2019), and 37% are Pell-grant eligible (Congressional Budget Office, 2018).

As educators, this growing diversity compels us to (re)consider how our teaching is aligned with the unique experiences, and goals of our students. Inclusive teaching means looking at all aspects of instruction and course design through an inclusive lens, from redesigning your syllabi to realigning course content, to the diversity of our examples, creating assessments, and grading.

Inclusive public speaking

Inclusive public speaking is an understanding of communication based in the reality that our world is diverse, in every sense of the word. As educators, we must apply this lens when helping students build and refine effective oral communication skills for in-person and online settings. In this teaching approach, students are taught to understand and acknowledge that, as speakers, what they say and the messages they are trying to convey may not be heard, understood, and interpreted in the same ways by all audience members.

In inclusive public speaking, we frame communication as a strategic endeavor. This approach trains students to make conscious choices about how they interact with the world. It also helps students develop a greater understanding of themselves, and their intersectional identities and experiences, in the larger context of their communication and the globe.

Reflective and strategic communication

Every day we make thousands of communicative choices.

From a quick conversation with a neighbor to a longer discussion at work, people are constantly making choices about which words, facial expressions, and verbal cues to use. We choose who to compliment, when to greet someone with a smile, and whether to ignore the person standing awkwardly close to you in an elevator or in a store.

For each of these specific communicative choices, there are normative assumptions about how each of us ought to behave in a given situation based on a variety of social positions, roles, group identities, and circumstances. These communication norms were, and continue to be, created and steeped with raced, gendered, classed, and ableist assumptions.

For example: We’re in a virtual meeting with colleagues or students and someone comments on the “fancy” virtual background that someone is using. This communicative choice, to punctuate the difference in someone’s personal background, functions to draw attention to, and perhaps raise unasked questions about, whether there is a need for an individual to “hide” their home or location.  This is a common COVID-era example of how our everyday communication choices reflect social privilege. Someone who wants to show off their home will do so. Others, however, for a variety of reasons prefer the coverage of a virtual background.

Students across the country have noted concerns on social media about faculty and peers seeing their homes. As an oral communication director who has nearly 2,000 students enrolled in our program this fall, I’ve had conversations with our teaching team about the need to normalize giving oral presentations from bathrooms, closets, cars, and sometimes in empty parking lots. We don’t know the details of our students’ lives and being an inclusive educator means that things are going to look different than in the pre-COVID 19 world. For the sake of our students and their learning, we need to be honest, transparent, and open to change.

References

American College Health Association (ACHA). National College Health Assessment. Executive summary spring 2019. Retrieved from https://www.acha.org/documents/ncha/NCHA-II_SPRING_2019_UNDERGRADUATE_REFERENCE%20_GROUP_EXECUTIVE_SUMMARY.pdf

Congressional Budget Office. (2018). The Pell Grant Program. Retrieved from https://www.cbo.gov/system/files/115th-congress-2017-2018/presentation/53825-presentation.pdf

RTI International. (2019). First-generation College Students: Demographic Characteristics and Postsecondary Enrollment. Washington, DC: NASPA. Retrieved from https://firstgen.naspa.org/files/dmfile/FactSheet-01.pdf and https://firstgen.naspa.org/research-and-policy/national-data-fact-sheets-on-first-generation-college-students/national-data-fact-sheets

U.S. Department of Education, National Center for Education Statistics. (2019a). Digest of Education Statistics, 2017 (NCES 2018-070), Table 311.10. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=60

U.S. Department of Education, National Center for Education Statistics. (2019). Fast Facts. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=372#College_enrollment

“Back to Class” means something different during a global pandemic. New face masks, hand sanitizer, laptops, and headphones fill online shopping carts, and thousands of educators nationwide are welcoming their students through a screen instead of in a classroom.

Nevertheless, faculty are as dedicated as ever to the success of their students. In a series of “Back to Class” posts, I’m sharing some resources that faculty can use with their students—whether in a classroom or a virtual learning environment—to support deeper engagement and learning.

In August, I shared resources you can use with your students to discuss the importance of a growth mindset and to help your students study smarter.

Note-taking Skills

I have recently received an influx of requests to help students take better notes—and actually use them. According to Brown, Roediger, & McDaniel (2014), getting new learning into your long-term memory is a three-step process:

1. Encoding of information
2. Consolidation
3. Retrieval

When should your students take notes?

The answer: whenever there is information being shared that will be important to remember. That could occur while reading for the course, or when listening to a lecture or presentation. This downloadable slide deck includes some useful information about the benefits of taking notes, as well as some note-taking tips you can share with your students.

This planning guide, Teaching Powerful Note-taking, can be used to help you motivate students to take notes.

Have a great class!

—Laurie Pendleton, Executive Director of Curriculum and Assessment, ACUE

It didn’t take long to see something special in the faculty cohort that launched ACUE’s Course in Effective Teaching Practices at the College of Lake County (CLC). 

“The level of collaboration, and even vulnerability and transparency, that this group of faculty had with each other just demonstrated to me how much they wanted to learn and help our students succeed,” said Kari Proft, an ACUE-credentialed instructor at CLC. 

Proft was one of nearly 60 faculty who recently completed ACUE’s year-long program at CLC; she also served as a co-facilitator for the course. In recent weeks, these educators reflected on the unique learning experience in a video, celebrated their accomplishments in a virtual graduation ceremony, and offered welcoming words of wisdom to the 2020-2021 faculty cohort. 

Proft and Michelle Proctor, CLC’s ACUE co-facilitator, initially planned to have just one 30-faculty cohort last fall, but doubled the size in response to interest and demand. The buzz came, in part, thanks to CLC President Lori Suddick, who encouraged faculty to participate, and through strategic recruitment efforts by CLC Faculty Development Chair and ACUE campus lead Page Wolf. 

Crystal Radcliffe, an ACUE-credentialed English instructor, said she was motivated to participate because of her passion for seeing her students transform over the course of a semester. 

“One of the most gratifying things about being a teacher is being able to see students grow,” said Radcliffe. “Being able to see students go from the very beginning of the semester to the end and see how much they’re able to achieve in such a short amount of time is really fulfilling.”

CLC, a comprehensive community college serving diverse communities in northeastern Illinois, is anchored by a mission to provide equitable high-quality learning experiences to students. Faculty say they are drawn to CLC’s student-focused culture. 

“Whatever hurdles stand in their way, we are willing to work with them in order to be able to break down those barriers and give them the resources they need to be successful,” said Jeff Varblow, an accounting instructor. 

Varblow said his own approach to teaching changed when he noticed that an ACUE-recommended practice that he implemented made a difference with his students. “I realized that as good as I thought I was, I can do so much more from a motivation perspective.” 

Last month, the CLC faculty participated in a virtual graduation ceremony, an event that they weren’t able to do after COVID shuttered college campuses across the country this spring. The event also served as an opportunity to welcome the 2020-2021 ACUE course-takers, who said they felt inspired to get started. 

“Congratulations faculty — we are proud of you and appreciate your dedication. Let’s keep this energy moving forward,” commented Suddick.

Andrew Ishak, Lecturer at Santa Clara University

A few years ago, Andrew Ishak made a big New Year’s resolution. In 2018, he pledged to create 52 videos in an effort to get better at making videos.

“I didn’t care how good the videos were. I didn’t care what the reception was, or how many people saw them,” said Ishak, a lecturer at Santa Clara University. “I just cared about getting them done.”

Ishak’s learning journey, which included earning an ACUE certificate in effective college instruction, has continued beyond a one-year project. In the COVID era of online teaching and learning, his video skills are keeping his students engaged. Recently, he became something of an internet celebrity in academia after his satire video, Making Your Zoom Look More Professorial, went viral. Ishak believes the video, which has received nearly 200,000 views, struck a chord because many faculty believe a fixation on traditional norms of professionalism is hardly a top priority when it comes to supporting students during a pandemic.

“What does it mean to be a good teacher right now?” Ishak says. “It starts with being compassionate.”

In this interview, Ishak, an ACUE-credentialed educator, talks about viral videos, lifelong learning, and more.

What motivated you to start creating and posting videos?

A few years ago I decided that I wanted to improve my video making skills, so in 2018, I took on a project to make 52 videos that year. I didn’t care how good the videos were. I didn’t care what the reception was, or how many people saw them. I just cared about getting them done. And for every video, I would force myself to write down three things that I learned or wanted to do better for the next time. 

Part of the reason I did this was that I was asking my students to put themselves out there. I’m asking them to make mistakes and reflect on how they’re going to do better. So I wanted to model this approach to learning.

How do you incorporate videos into your teaching? What advice do you have for faculty who want to get started?

As I got better at making videos, I started learning about how I could use videos to connect with students. Now that everyone is teaching from home with COVID, that’s really allowed me to think more about how I can make videos more appealing for them.

For instructors, I’d say that making lots of short videos can be really effective. I put a lot of short videos in my modules and they’re not necessarily all instructional or microlectures. A lot of them are videos to encourage students, just to say, “hey, I know that this has been a tough assignment,” to keep them focused, and remind them what we’re trying to learn. Others are literally just to introduce a topic or idea, and tell the students what we’re going to cover and which things they’ll want to focus on. It’s actually very similar to an ACUE module.

What prompted you to create your “Making Your Zoom Look More Professorial” satire video?

There was this article published about why faculty need to appear professorial when teaching online. It was well-intentioned and had some good advice, but I think the framing was off. When people hear the word ‘professorial’ they think to themselves, okay I need to have a beautiful bookshelf behind me and oak cabinets, or something like that. But not all professors are just always constantly sitting around an office and thinking. That’s not how we work.

So I knew I wanted to make something about it and after I taught my two classes that day I started making the video. By 4:30 I posted it and was shocked by how many people enjoyed it. It just kind of took off. I think a lot of faculty can relate to it because so many people are at home right now in their two-bedroom apartments, or working in the same rooms as their spouses, or they’re taking care of their kids, and we have messy houses sometimes.

I think it’s good for students and faculty to think about what their Zoom space looks like. But I think it’s a good idea in the same way that I think it’s, you know, good to stretch. If you don’t have time to do it, then you don’t do it, and then the rest of your day happens, and you’re fine.

I’m lucky. We have a spare bedroom with nice lighting, I can make a space that looks pleasant. You see a bit of a whiteboard where I write notes for students. I’ve put up some of my favorite books about sports. If you can do these kinds of things, that’s great. But if you can’t, that’s fine. Everybody’s in a different situation right now.

How has your experience with ACUE impacted your teaching?

The ACUE class was so impactful for me. I learned a lot of new techniques that I knew about, but that I never actually used. Because ACUE was asking me to go ahead and try it in class, I actually implemented it. If it doesn’t work, fine. If it does, it gave me another tool that I could use. I would say I have a bigger collection of tools that I could use on a daily basis or on a weekly basis to teach students in a better way. 

The biggest way is that it really changed how I thought about the portfolio assessment of students. I used to be very strict with late assignments but I changed my mindset on that kind of stuff after learning about assessment and grading. Now, when students turn in work that wasn’t very good, I give them a chance to redo it and earn some of the credit back. Yes, it is a little bit more work for me, but what am I trying to do here? What is the point of me teaching? The point is for them to learn something, so if I can have them redo something that actually meets the criteria, that’s great. I want as many students to meet the criteria as possible.

Research published in June 2020 found that Broward College students were more likely to complete and pass their courses, with Black and Pell-eligible students achieving outcomes comparable with their peers, when taught by faculty who completed ACUE’s course in research-based effective teaching practices. 

In this webinar, Marielena DeSanctis, PhD, college provost and senior vice president for academic affairs and student services at Broward, spoke with Sherri Hughes, ACE’s assistant vice president of professional learning, about the impact of the ACUE program on faculty development, equity and student success. She also describes her own journey evolving into a leader in higher education.

Watch the full video and join the conversation by creating a free account on ACE Engage®.

Key Takeaways From the Conversation

Student success is about more than retention and graduation rates.

DeSanctis notes that part of Broward’s reputation and standing as a four-time Aspen-recognized Top 10 institution is because of how they measure student success. The college studies student earnings in the years after graduation, focusing on economic mobility.

“You have to embrace the fact that our students are graduating into a world that’s very different [from previous generations],” she adds. Today’s students tend not to stay in one organization for more than a few years, unlike their predecessors. Often, students return to college to gain new credentials or skills for a pivot.

Broward is home to many adult students, and the school seeks to be an “opportunity for people in our community to have a better life for themselves,” DeSanctis says. “They need to be competitive in a changing world. To achieve those kinds of outcomes, we focus on the entire student experience.”

“The classroom is where the magic happens.”

DeSanctis emphasizes the role of faculty in students’ lives, noting that many students are dealing with family obligations, jobs, and more. “For our students, retention is a day-to-day decision. A bump in the road can impact their plans.”

As someone who went to school as a mother of two, DeSanctis can empathize. “My experience with faculty and classmates kept me going,” she says. “They made me understand that what I was doing was going to be important.”

In turn, faculty need to be equipped to effectively teach students. 

“Teaching is really hard work,” DeSanctis says. As a leader, she understands that providing both faculty and students with resources is essential in fulfilling their mission. She cites examples such as Broward’s Center for Teaching Excellence and Learning (CTEL) as one tool that supports faculty in helping students succeed. Among other efforts, the CTEL produces video podcasts of faculty sharing their best practices and experience. “What they’ve done consistently year after year has been nothing short of miraculous.”

“There probably hasn’t been anything more impactful than our implementation of ACUE’s Effective Teaching Practices,” sayd DeSanctis. Broward implemented the program several years ago, and the combination of completing lessons asynchronously and meeting together synchronously to have “rich conversations” and share commonalities and teaching approaches across disciplines allows faculty to “develop an understanding of our students.” The impact, she says, extends beyond the formal program, where faculty continue to support one another and engage in suggesting different approaches to teaching and the assessment of learning.

Quality teaching is equitable.

DeSanctis says faculty give ACUE “rave reviews” and “always talk about their experience with ACUE.”

The data support the positive impact of ACUE. Research into Broward’s work found that course completion gaps were closed for Black students and course-passing gaps were closed for Pell-eligible students taught by ACUE-credentialed faculty at Broward. 

The research conducted with faculty who completed the ACUE course in the 2017-2018 and 2018-2019 academic years indicated that an additional 282 students completed their courses than would have otherwise when controlling for student demographics and other factors. 

Similarly, researchers found that an additional 435 students passed their courses than would have otherwise.

Among Pell-eligible students, the gap in passing rates was eliminated and larger impacts were seen on course completion rates (compared to students not Pell-eligible). For Black students, the gap in course completion closed and the gap in passing rates was cut in half compared to White students.

“I’m still getting goosebumps about this,” DeSanctis says.

DeSanctis also discussed other efforts Broward has made in light of the COVID-19 pandemic, such as providing laptops and wifi hotspots to students in need. 

But even before the pandemic began, Broward President Gregory Haile pushed leaders and faculty to consider how they could support student success in the most impactful way possible. This meant considering the quality, rather than quantity, of its initiatives and freeing up resources. “That approach put us in a position to continue our equity work and support students.”

Leadership requires taking risks.

“Never let fear get in the way,” DeSanctis urges other leaders. “Being able to transform an organization takes a lot of risk. If you believe in your vision, you can’t be afraid of what people think.”

DeSanctis knows about risk-taking firsthand. She earned a mechanical engineering degree from Georgia Tech and began her career at a manufacturing company. But having grown up with a mother who was a middle school math teacher, she was always drawn to education—so much so that she ultimately left her job to become a teacher. As she rose the ranks at the local high school and district, she became acquainted with Broward, and when the opportunity arose to become vice president of student affairs at the college, she jumped at the chance.

What particularly appealed to her about Broward, she says, is that the college draws many Pell-eligible, first-generation, and minority students of all ages. 

“I wanted to see if I could make a greater impact on the community I loved,” she says.

About Conversations on Student Success

This series offers an informal opportunity to learn from a range of leaders and experts on timely topics relevant to students’ success. Conversations on Student Success are produced in collaboration with the Association of College and University Educators.