Welcome

iii

Editorial Team

iv

Preface

v

How to Use this Book

ix

The Faculty Guidebook—A Resource for Faculty Development

xi

Section 1   Institutional Development

1

Expectations and Change Movements

1.1.1

Introduction to Expectations and Change Movements in Higher Education NEW

3

1.1.2

Changing Expectations for Higher Education

5

1.1.3

Efforts to Transform Higher Education

9

1.1.4

Learning Colleges

13

1.1.5

Role of Process Education in Fulfilling the Changing Mission of Higher Education

17

Changing Missions and Roles

1.2.1

Theory of Performance

19

1.2.2

Profile of a Quality Learner

23

1.2.3

New Faculty Roles for Institutional Effectiveness

27

1.2.4

Profile of a Quality Faculty Member

31

1.2.5

Role of Administrators

35

1.2.6

Role of Governing Boards

39

1.2.7

Annotated Bibliography—Effective Leadership

41

Change Practices and Projects

1.3.1

Introduction to Change Practices and Projects NEW

45

1.3.2

Academic Strategic Planning—The Basics NEW

47

1.3.3

Designing a Quality Action Project NEW

51

1.3.4

Designing an Academic Skills Center NEW

53

1.3.5

Recruiting and Maintaining Adjunct Faculty NEW

57

1.3.6

Implementing an Internal Challenge Grant System NEW

61

1.3.7

Annual Professional Growth Plan

65

1.3.8

Successful Institutional Change—The Human Dimension

69

Measurement and Evaluation for Effectiveness

1.4.1

Overview of Measurement REVISED

71

1.4.2

Fundamentals of Rubrics

75

1.4.3

Measuring Writing Performance in a Discipline NEW

79

1.4.4

Measuring Quality in Design NEW

83

1.4.5

Performance Levels for Learners and Self-Growers

87

1.4.6

Overview of Evaluation

91

1.4.7

Evaluation Methodology

95

1.4.8

Mindset for Evaluation

99

1.4.9

Turning Evaluation into Assessment

101

1.4.10

Annotated Bibliography—Evaluation

105

Added Value through Program Assessment

1.5.1

Writing a Self-Study Report

107

1.5.2

Methodology for Designing a Program Assessment System

111

1.5.3

Defining a Program

115

1.5.4

Writing Performance Criteria for a Program

117

1.5.5

Identifying Performance Measures for a Program

111

1.5.6

Constructing a Table of Measures NEW

125

1.5.7

Writing an Annual Assessment Report

129

1.5.8

Assessing Program Assessment Systems

131

1.5.9

Annotated Bibliography—Program Assessment

135

Section 2   Learning and Scholarly Development

137

Learning Theory

2.1.1

Overview of Learning Theory

139

2.1.2

Adult Learning Theories in Process Education NEW

143

2.1.3

A Brief History of Neuroscience

147

2.1.4

From Synapses to Learning—Understanding Brain Processes

151

2.1.5

Multiple Intelligences NEW

155

2.1.6

Annotated Bibliography—Learning Theory

159

Thinking About Thinking

2.2.1

Bloom’s Taxonomy—Expanding its Meaning

161

2.2.2

Elevating Knowledge from Level 1 to Level 3

165

2.2.3

Developing Working Expertise (Level 4 Knowledge)

169

2.2.4

Differentiating Knowledge from Growth

173

2.2.5

Overview of Critical Thinking

177

2.2.6

Overview of Problem Solving NEW

181

2.2.7

Understanding Motivation and Self-Regulation Theories NEW

185

2.2.8

Process Education as a Motivation and Self Regulation System NEW

 189

Learning Processes

2.3.1

Introduction to Process Education

193

2.3.2

Framework for Implementing Process Education

197

2.3.3

Classification of Learning Skills

201

2.3.4

Cognitive Domain

205

2.3.5

Social Domain

209

2.3.6

Affective Domain

213

2.3.7

Learning Processes through the Use of Methodologies

217

2.3.8

Learning Process Methodology

221

2.3.9

Forms of Knowledge and Knowledge Tables

225

2.3.10

Knowledge Table for Process Education

229

Instructional Design

2.4.1

Overview of Instructional Design

233

2.4.2

Instructional Systems Design Model, History, and Application

235

2.4.3

Development and Use of an Expert Profile

239

2.4.4

Long-Term Behaviors

243

2.4.5

Learning Outcomes

245

2.4.6

Methodology for Program Design

249

2.4.7

Designing a General Education Program NEW

253

2.4.8

Methodology for Course Design

257

2.4.9

Writing Performance Criteria for a Course NEW

261

2.4.10

Course Grading Systems NEW

265

2.4.11

Designing a Foundations Course NEW

269

2.4.12

Creating a Capstone Course NEW

273

2.4.13

Overview of Learning Activities REVISED

277

2.4.14

Designing Process-Oriented Guided-Inquiry Activities

281

2.4.15

Writing Critical Thinking Questions NEW

285

2.4.16

Methodology for Creating Methodologies

287

2.4.17

Assessing Learning Activities NEW

291

2.4.18

Annotated Bibliography—Instructional Design

295

Research and Scholarship

2.5.1

Boyer’s Model of Scholarship

297

2.5.2

Research Methodology

299

2.5.3

Distinguishing between Problem Solving, Design, and Research REVISED

303

2.5.4

Annotated Bibliography—Educational Philosophy

307

Section 3   Learner Development

309

Establishing Quality Learning Environments

3.1.1

Overview of Quality Learning Environments

311

3.1.2

Introduction to Learning Communities

315

3.1.3

Methodology for Creating a Quality Learning Environment

317

3.1.4

Establishing Initial Respect without Prejudging

321

3.1.5

Getting Student Buy-In

323

3.1.6

Obtaining Shared Commitment

327

3.1.7

Setting High Expectations NEW

329

3.1.8

Letting Students Fail So They Can Succeed

331

3.1.9

Creating Meaningful Assessment and Documentation Systems NEW

335

3.1.10

Learning to Learn Camps NEW

337

3.1.11

Annotated Bibliography—Quality Learning Environments

341

Facilitating Learning

3.2.1

Overview of Facilitation

343

3.2.2

Profile of a Quality Facilitator

347

3.2.3

Facilitation Methodology

351

3.2.4

Appreciative Inquiry—A Tool for Transformational Learning

355

3.2.5

Creating a Facilitation Plan

359

3.2.6

Identifying Learner Needs

363

3.2.7

Constructive Intervention

365

3.2.8

Constructive Intervention Techniques

369

3.2.9

Facilitation Tools

373

3.2.10

Annotated Bibliography—Facilitation

377

Effective Teaching Practices

3.3.1

Overview of Effective Teaching Practices REVISED

379

3.3.2

Cooperative Learning

383

3.3.3

Process-Oriented Guided-Inquiry Learning

387

3.3.4

Problem-Based Learning

391

3.3.5

Self-Validation of One’s Learning

395

3.3.6

Mid-Term Assessment

399

3.3.7

Effective Use of Office Hours

401

3.3.8

Interdisciplinary Team Teaching NEW

403

3.3.9

Annotated Bibliography—Effective Teaching Practices

405

Effective Learning Tools

3.4.1

Overview of Effective Learning Tools

407

3.4.2

Designing Teams and Assigning Roles