About the Center for Cognitive-Affective Learning Oxford College of Emory University is one of 12 institutions named by the AAHE and the Carnegie Foundation for the Advancement of Teaching to explore "ways to identify and recognize quality teaching, and improve the quality of teaching in colleges and universities." Our cluster provides national leadership in its focus on learning which involves the affective as well as the cognitive dimensions. This "center without walls," the Center for Cognitive Affective Learning (CAL), is a collaborative endeavor bringing together faculty, staff, and students from institutions interested in holistic educational practices or what Alexander Astin has called "affective talent." We believe that such "affective talent" is facilitated by practices that promote empathy, a sense of social responsibility, and social justice and the capacity for teamwork and leadership as well as deep and enduring learning. This national conversation is facilitated by several venues: the Journal for Cognitive Affective Learning (JCAL) (www.jcal.emory.edu) a comprehensive bibliography on pedagogical research and theories that address the cognitive-affective relationship workshops, seminars, and a national conference on cognitive-affective learning sponsored by each of our cluster institutions For more information on the Center, contact Patti Owen-Smith, Professor of Psychology and Women's Studies, at [email protected].

What is Cognitive-Affective Learning "As early as 1917, William James spoke eloquently of the intimate connection between the emotional and cognitive, suggesting that they are inextricably related and perhaps never entirely separate, distinctive, nor pure." Research suggests: cognitive scaffolding of concepts and teaching strategies held together by "emotionality" (Hargreaves, 1998) the "brain does not naturally separate emotions from cognition, either anatomically or perceptually" (Caine & Caine, 1998) "Parker Palmer (1998) talks about the separation of the head from the heart as contributing to an educational system filled with broken paradoxes that result in 'minds that do not know how to feel and hearts that do not know how to think.'" The Center for Cognitive-Affective Learning (CAL) aims to address the traditional practice by institutions of higher learning of treating the cognitive and the affective as separate spheres.

Agnes Scott College The Center for Teaching and Learning consistently encourages programming that considers both the cognitive and the affective dimensions. Panel presentations and faculty workshops focused on the importance of emotion in learning are systematically incorporated into faculty development. A survey of faculty and staff understanding and the use of cognitive-affective practices has been completed. Office of Experiential Learning, responsible for academic internship programs, is assessing the effectiveness of evaluations designed to stimulate student thinking in the affective. Contact Information: Dr. Isa Williams ([email protected])

Community College of Philadelphia Faculty members are currently exploring the relationship between the affective and cognitive in Developmental Reading courses. SoTL presentations that include affective dimensions are incorporated into campus-wide faculty development. Contact Information:Dr. Tom Ott ([email protected])

(Left to right) Joanna Weston (Oxford College), Danielle Walker (Oxford College), Lindsay Cronk (Agnes Scott College), and Jeffrey Overdorff (Kennesaw State University) Members of the Cluster Agnes Scott College Community College of Philadelphia Kennesaw State University Oxford College of Emory University Wright State University School of Medicine

CAL Cluster Members (left to right): Jeffrey Overdorff (Kennesaw State University), Danielle Walker (Oxford College), Patti Owen-Smith (Oxford College), Joanna Weston (Oxford College), Isa Williams (Agnes Scott College), Lindsay Cronk (Agnes Scott College), Tom Ott (Community College of Philadelphia), and Bill Hill (Kennesaw State University) Cluster Areas of Focus Theory/Practice/Service Learning Active/Collaborative Learning Learning Communities Leadership Development Student Engagement Interdisciplinary Studies Ethics and Social Justice Student Assessment/Portfolio Development

Oxford College of Emory University Completed survey of faculty and staff understanding and use of cognitive-affective practices. Reading groups centered on the cognitive-affective process. Workshops, panels, and national conferences for faculty, students, and staff led by invited national scholars. Development of an peer-reviewed, open access journal, Journal of Cognitive Affective Learning (JCAL) (www.jcal.emory.edu). Contact Information: Dr. Patti Owen-Smith ([email protected])

Kennesaw State University Organizes the annual Georgia Conference on College & University Teaching to promote the discussion and sharing of experiences and innovative teaching techniques. The conference includes symposia, workshops and presentations on topics related to assessment, scholarship of teaching & learning, the reflective practice of teaching & learning, interdisciplinary teaching, e-learning, diversity and academic-based programs designed to enhance student success and retention. Emphasis is on the reflective practice of teaching through the Center for Excellence in Teaching and Learning (CETL). Contact Information: Dr. Bill Hill ([email protected])

Wright State University School of Medicine Small group discussions of social and ethical issues in medicine. Electives that explore issues of grief, loss, suffering empathy and intuition. Patient narratives, film and literature to elicit responses. Conferences in third-year clerkships where students explore social and ethical issues surrounding care of their patients. Reflective writing. Expansion of the needs assessment project in the community. Contact Information: Dr. Mary T. White ([email protected])

Cluster Goals Research/Assessment Gather and share information about the various ways in which we link the cognitive and the affective to promote student engagement and learning Education Plan seminars and/or workshops to encourage faculty to become intentional in identifying and developing curricular offerings and instructional methods that deepen and reinforce the tie between the cognitive and the affective Support Gather resources that will support teaching and learning projects focused on the cognitive and affective and make these resources available to the Center's constituency Community Building Nurture and promote a scholarly community dedicated to sharing information regarding CAL Student Voice Systematic incorporation of student voice in planning and implementation

Journal of Cognitive Affective Learning (JCAL) We are accepting submissions for future issues. The Journal of Cognitive Affective Learning (JCAL) is a peer-reviewed, open access journal dedicated to disseminating the research results on the holistic educational practices that focus on the significance of the cognitive-affective relationship in promoting deep and enduring learning. Access to the electronic journal is free of charge. JCAL publishes theoretical papers, original research reports, literature reviews, and extended reviews of selected books. JCAL Advisory Board Randy Bass, Ph.D., Associate Professor of English, Assistant Provost for Teaching and Learning Initiatives & Executive Director of Center for New Designs in Learning and Scholarship (CNDLS) at Georgetown University Daniel J. Bernstein, Ph.D., Professor of Psychology & Director of the Center for Teaching Excellence at the University of Kansas Barbara Cambridge, Ph.D., Vice President of Fields of Inquiry and Action of American Association for Higher Education (AAHE) Robert L. DeHaan, Ph.D. Senior Science Advisor for the Department of Educational Studies & Candler Professor of Cell Biology, Emeritus, at Emory University Martin Halbert, Systems Director for the University Libraries of Emory University & Executive Director of the MetaScholar Initiative (http://metascholar.org) Patricia Owen-Smith, Ph.D., Professor of Psychology and Women's Studies & Coodinator of the Center for Cognitive-Affective Learning, Oxford College of Emory University Mariolina Salvatori, Ph.D., Associate Professor of English at the University of Pittsburgh & Editor of the Reader: Essays in reader-oriented theory, criticism, and pedagogy Gretchen Schulz, Ph.D., Associate Professor of Humanities at Oxford College of Emory University & Advisory Board member of the Emory Center for Ethics Want to submit an article or be a reviewer? Contact Dr. Ken Carter, Editor-in-Chief [email protected] or visit our journal site: www.jcal.emory.edu

Want to Know More About CAL? Contact: Dr. Patti Owen-Smith Coordinator Center for Cognitive-Affective Learning [email protected]