PROCESS EDUCATION: STRIVE FOR QUALITY IN HIGHER EDUCATION, PAST, PRESENT, AND FUTURE
Dr. Dan Apple, Pacific Crest
Dr. Betty Lawrence, Empire State College
Friday, July 18th, 10:00-11:00
LOCATION: Auditorium
ABSTRACT
Process Education (PE), a term that came into being twenty-five years ago, is built upon a
foundation of educational philosophies and approaches centered in active and facilitated
learning. This session on the past, present and future of Process Education will engage
participants in small groups to reflect on how Process Education has impacted
professional development. Opportunities for community engagement and development
will be highlighted, such as the Academy for Process Education, International Journal of
Process Education, and the Performance Measurement and Enhancement System
(PMES). The session will conclude with participants developing and sharing personal
implementation plans for incorporating Process Education into their work for the coming
year.
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Dr. Cy Leise, Bellevue University
Friday, July 18th, 11:10-12:00
LOCATION: Eagle I & II
ABSTRACT
In process education the goal always is to design learning and growth opportunities that
are challenging and relevant to growth. An essential skill for reaching these standards is
proficiency in selecting or designing high-quality assessment and evaluation tools. The
Faculty Guidebook includes examples of \u201cholistic\u201d and \u201canalytic\u201d rubrics, e.g., for
writing, and for design, that can be used as a foundation for customized rubrics. This
session will review the fundamentals of rubrics and explore how to create customized
rubrics that will fit specific projects and assignments. Examples will be analyzed to gain
insight how to identify important and valid criteria for inclusion in customized rubrics
and how to create structure rubrics for clarity, efficiency, and flexibility.
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Dr. Mae Cathyrne Jackson, Hinds Community College
Dr. Arlene King Berry, University of District of Columbia
Friday, July 18th, 11:10-12:00
LOCATION: Eagle III
ABSTRACT
Learning-to-Learn Camps provide transformational change opportunities for pre-college
and recently matriculated students as well as professional development for camp faculty
and staff. Through the use of learning communities, strong mentoring, cooperative
learning, and frequent self-assessments, camp participants take responsibility for their
own learning and growth. During the camp, students complete a life vision portfolio,
engage in a wide variety of structured learning activities, and experience public as well as
private accountability. Faculty and staff gain first-hand experience implementing
principles of a quality learning environment, which helps them elevate the level of
challenge and risk-taking in any higher education setting. This session will include
anecdotes about Learning-to-Learn camps held a Hinds Community College and the
University of District of Columbia.
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Dr. Jim Morgan, Texas A&M University
Friday, July 18th, 11:10-12:00
LOCATION: Talon
ABSTRACT
Improved problem solving ability among graduates of our schools and universities is
desired by all professions. It is the job of faculty at these schools and universities to
facilitate the development of problem solving abilities in their students. This session
addresses several issues related to teaching problem solving. These include:
- What is problem solving?
- What does a good problem solver look like?
- What process or methodology will help in learning problem solving?
- What skills are needed by students in a problem solving class?
- How do we know our class is developing these skills?
- How should courses be structured to facilitate learning of problem solving?
- What skills are needed to teach problem solving?
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Panel Discussion
facilitated by Dr. Steven Beyerlein, University of Idaho
Friday, July 18th, 1:30-2:20
LOCATION: Talon
ABSTRACT
This panel discussion introduces paper and electronic versions of the Faculty Guidebook
composed of 145, just-in-time, 1000-3000 word modules that connect the Scholarship of
Teaching & Learning (SoTL) literature with best teaching/learning practices. This
project began in 2001 and has continued to the present with the publication of the 4th
edition in 2007.
Features of the Faculty Guidebook include: (a) design specifications for collaborative
SoTL project by over 50 faculty members in multiple disciplines, (b) organization of
modules into sections and chapters using graphical navigational scheme based on a
systems model of higher education, (c) use of a context-sensitive glossary as a tool for
building shared language, and (d) module layouts for different teaching/learning needs
(e.g. overview, methodologies, teaching practices, tools, and annotated bibliographies).
In this session a subset of editors for the Faculty Guidebook will share case studies of
their usage of this resource in tackling teaching/learning problems associated with
curriculum design, facilitation, and assessment. They will respond to questions by a dean
who has recently purchased the Faculty Guidebook for use at Hinds Community College.
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Dr. Daniel Litynski, Western Michigan University
Friday, July 18th, 1:30-2:20
LOCATION: Eagle I & II
ABSTRACT
Stakeholders in Higher Education, including government and accreditation agencies,
increasingly require higher learning institutions to measure performance and document
effectiveness of improved student learning. Such performance measurement is necessary but
not easy. Many faculty and staff lack basic assessment skills and are unsure of how to
organize and use the resulting data to accurately document and improve performance.
Capturing data in a standard format during a performance review at the course level makes it
possible for that data to be analyzed in new ways at the program, college, university, and
national levels. Pacific Crest Software plans to use technology coupled with its
extensive experience to simplify the measurement and documentation of performance in order
to enhance performance. It will provide ease of entry and analysis of performance across
multiple organizations and domains. The Performance Measurement and Enhancement System
(PMES) will make it easy to collect, store, assess, and analyze measurement data, enabling
educational participants, both teachers and learners, to focus on doing the things that actually
increase learning and growth. PMES has great potential to advance performance measurement
across many societal domains. The Workshop will review Performance Measurement and
introduce the concepts of the PMES.
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Dr. Kathy Burke, SUNY Cortland
Dr. Mohamed El-Sayed, Kettering University
Friday, July 18th, 2:30-3:20
LOCATION: Talon
ABSTRACT
In order to design a quality product or provide a quality service, the designer or service
provider needs to understand the values and expectations of its consumer or receiver.
This requirement also holds true in higher education. For example, in a class the students
can be viewed as the consumer or receiver of the educational service. In this workshop, a
quality improvement approach for education is illustrated through the transformation of
routine student course evaluations into a quality improvement, assessment tool.
Participants will learn to create the tool, calculate a quality index, and interpret the results
to improve the quality of their product -- be it a class, curriculum or program.
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Karen Patty-Graham, Ed.D.
President-Elect, National Association for Developmental Education
Friday, July 18th, 2:30-3:20
LOCATION: Eagle I & II
ABSTRACT
This session introduces the Council for the Advancement of Standards in Higher
Education (CAS) standards and guidelines for program quality. This self-study
tool may be used institution-wide, or in your department or program. You will
learn about CAS, the CAS Self-Assessment Guide, and examples that could be used
or adapted to meet local needs for assessing the quality of any postsecondary
program.
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Tris Utschig, Georgia Institute of Technology
Friday, July 18th, 2:30-3:20
LOCATION: Eagle I & II
ABSTRACT
This paper presents 10 critical ideas about assessment that, when placed into practice, can
significantly advance and add value to every academic professional's work. Together,
these ideas form a set of principles and practices whose impact can be measured to
provide a comprehensive picture of the assessment culture in an organization. Each idea
presented here is supported by the literature and informed by the use of the idea in
practice. Key terms and schema relating to assessment are defined, related resources are
noted, and ways in which assessment can enhance student learning and growth, enhance
faculty performance, and improve institutional effectiveness and quality in its collective
learning environment are shown. The ideas presented here fall within three categories.
The first category addresses vital issues in the relationship between assessment and
evaluation. Specific topics addressed in this category are the role of measurement in
assessment, common misconceptions about assessment, using assessment to enhance
performance on an evaluation, and turning evaluation into assessment. The second
category deals with assessment values, practice and mindset. Specific topics addressed in
this category are key steps in the assessment process, writing clear performance criteria,
assessing assessments, and self-assessment for growth. The third category deals with
conditioning and historical cultural norms in higher education that prevent change toward
an assessment culture. Specific topics addressed in this category are the role of
assessment in the mentoring process and the assessment mindset. The paper closes with
a brief description of issues regarding cultural change that must be confronted when an
organization in higher education begins to embrace and implement these ideas.
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