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Visioning for Excellence: Symposium on the Future of Integrative Applied Liberal Arts and Sciences at UB

April 1, 2013

Time: 4:30 PM - 5:30 PM
Location: M. Scot Kaufman Auditorium in the William H. Thumel Sr. Business Center
Contact Name: Tashi Jelani
Contact Phone: 410.837.5358
Contact E-mail: casdean@ubalt.edu
Related URL: http://ubalt.edu/visioning

UB's Yale Gordon College of Arts and Sciences invites you to a yearlong symposium to facilitate campuswide conversation about the future of integrative applied liberal arts and sciences at a 21st-century University of Baltimore.

In the third installment of the symposium, Randy Bass, associate provost and professor of English at Georgetown University and executive director of the university's Center for New Designs in Learning and Scholarship, will present to the UB community.

The campuswide center supports faculty work in new learning and research environments.

Bass has been working at the intersections of new media technologies and the scholarship of teaching and learning for 20 years, including serving as director and principal investigator of the Visible Knowledge Project, a five-year initiative focused on the scholarship of teaching and learning that involved 70 faculty on 21 university and college campuses.

In January 2009, he published a collection of essays and synthesis of findings, “The Difference that Inquiry Makes: A Collaborative Case Study on Technology and Learning, from the Visible Knowledge Project” (co-edited with Bret Eynon), from the Visible Knowledge Project in the digital journal Academic Commons.

Bass is the author and editor of numerous books, articles and electronic projects, including Border Texts: Cultural Readings for Contemporary Writers (Houghton Mifflin, 1998, 2002), and, with Bret Eynon, co-editor of “Intentional Media: The Crossroads Conversations on Teaching and Technology in the American Cultural History Classroom” (a double issue of the journal Works & Days, 1998/99).

Bass authored "Disrupting Ourselves: The Problem of Learning in Higher Education" (EDUCAUSE Review, March/April 2012).

A reception will follow the keynote address.