HAPPY NEW YEAR!

This newsletter covers what happened in December and will give you a heads up on what to look for in January and the months following.

In this issue:

  • A Few Words from Our Servant Leader
  • Recent Board Meetings: The Highlights
  • PE Conference 2021: Update
  • FGB Module of the Month
  • Call for Nominations
  • Reflection & Self-Growth
  • Neurons that Fire Together Wire Together
A Few Words from Our Servant Leader
President
Joann Horton

Happy New Year! Join us for our first virtual Winter Membership Meeting on January 2 – 4, 2021.

I hope that 2021 brings joyous exchanges and achievements for the Academy of Process Educators (AoPE). This past year was a year of significant changes, including completing the Academy’s Strategic Plan for 2020-2025. That plan articulates a new vision and mission to grow membership and transform the learning landscape.

Our Vision

The Academy of Process Educators is a recognized leader in the transformation of education through performance-based learning and growth.

Our Mission

The Academy of Process Educators is a scholarly and practicing community. We inspire, transform, empower, innovate, and foster learning through process education methods.

The winter membership meeting is scheduled virtually on January 2 through 4, 2021. The program provides opportunities for individual and collective growth that align with the meeting theme of “Planning for Growth.” In the words of Tupac Shakur, “We’re made to grow. You either evolve or you disappear.

The planning committee designed a program of activities to be informative, dynamic, and fun while modeling the "mindset and bold actions of a developmental community." It builds on our learning and performance and reflects the Academy's values: community, growth, diversity, and performance.  The three-day program of activities includes:

→  Developmental Mentoring/Coaching

→  Intervening in Learning Performance & Becoming a Better Process Educator

  Emerging Leaders  – Chosen to Lead; What Now?

  Storyboarding: Share Your PE Story

  Case Study Analysis - Using a Toolkit to Solve a Problem

  Strategic Anchor Exercise

  Academy Membership Survey 

  Exploring Academy 2021 Research Program 

In addition to these professional development activities, luncheon conversations explore timely topics: using humor to facilitate change, creating a cartoon on the value of the Academy, and using PE to eliminate injustice and bias.

Come and join us! You will be challenged and have fun learning and growing as part of the PE community. Plan to leave the meeting feeling energized and empowered.
For information on the Winter Meeting on January 2-4, 2021, visit:
http://www.processeducation.org/moo/moodle/mod/folder/view.php?id=781

Stay safe and be well.

Secretary
Marie Baehr

Recent Board Meetings

Remember, you can find out the Board’s current work by checking the Academy Board Meeting Agendas and Minutes posted on the Academy members’ page:

November 2020 minutes (approved)

December 2020 minutes (not yet approved)

Summary of December Board meeting work:

In December, the Board

Approved cost of Summer Conference ($140 for the entire conference or $50 per day)

Approved the draft agenda for the Winter Membership meeting, taking place January 2-4, 2021

Approved the ability to bestow a one-year membership to invited presenters who are not members of the Academy

Discussed and supported work for the Summer meeting to incorporate real-time assessment for presenters who so desire it

Began work on collecting needed updates for the Academy's by-laws (see posted minutes for link to where you can post suggested changes)

The Next Board Meeting is scheduled at the end of the Winter Membership meeting on Monday, January 4, 2021 at 3pm EST.

The Winter Membership meeting takes place on January 2-4, 2021, with the agenda available HERE.

All Academy members are welcome to participate. You will be able to find the agenda for the meeting as well as the needed information to attend through Zoom on the Academy Member site.

Member-at-Large
Patrick Barlow

As the new year dawns, the 2021 Conference Planning Committee has been working to complete the Call for Proposals and the Registration Process so that our members can make plans to actively participate. On the Conference web site, you can now review the Conference Theme, Goals, and Call for Proposals. 

Conference fees have been established at $140 for the full three-day conference, and at $50 daily for members who would prefer to participate for 1 or 2 days only.  The Registration process is open now. It includes instructions for how to register for the entire conference or a portion of it. A preliminary Conference schedule has also been posted so that members can see the general plans for each of the three days.

The Call for Proposals is active, and we are hoping you will be motivated by the exciting theme and goals to submit session ideas now. The types of sessions are described on the Presenters page. You can submit preliminary ideas by selecting “Submit a Proposal” (see the button below!) and completing the 5 required fields. Then, to have your proposal assessed and considered for inclusion in the conference please complete/submit all of the elements required for a “Final Submission” by February 1st. If you have any questions about the registration, submission process or guidelines, please contact Patrick Barlow at: Barlowwpb@gmail.com

We hope you are energized by the theme and goals we have selected and motivated to share your teaching practices, and institutional responses to the many challenges we face in higher education. Bringing a Process Education focus to meeting them will make for an exciting Conference in June.

Please consider joining us for this energetic, engaging virtual conference. It will be an inexpensive, accessible, and enlightening experience for our community.

Visit the 2021 Conference website and stay tuned!

View the Call for Proposals
Submit a Proposal
Treasurer and Past President
Matthew Watts

Process Educators recommend that assessment be used to drive growth. While we often focus on improving our individual performance, some of your goals probably rely on change at the program level. Even if you are not responsible for a program in the traditional sense i.e., department chair, you are party to many "programs" in need of systematic change. That is why William Collins and Daniel Apple developed the Methodology for Designing a Program Assessment System (Module 1.5.2). But don't take my word for it, listen to President Elect Ingrid Ulbrich:

"A 'program' implies something large, but it doesn't have to be.  It could be a course sequence like general chemistry, a particular concentration in a degree program (e.g., industrial/organizational psychology), a Learning to Learn program, a TA or peer mentor training program. If there's a project with outcomes that are desired enough to put a team to work, it would probably benefit from a PAS! Program Assessment Systems (PAS) are really helpful tools for developing strategy and quality for projects that can move a team from 'We're going to do... something! And do it... well!' to having a framework and plan that defines the 'something' and creates measures of its quality.  This module describes the major stages of creating a PAS: specifying and defining the program, establishing program quality, designing annual program assessment, constructing a table of measures, and documenting program quality. Thus through developing a PAS, a team can come together and find common ground and goals to get everyone on the same page, create measures of what matters, and plan for ongoing improvement, and frame communications about program growth and success."

As mentioned in the module, the heart of this process involves developing your table of measures, so you may want to consult 1.5.6 Constructing a Table of Measures to complete this process. Do you have a suggestion for a future Faculty Guidebook Module of the month? Send comments or suggestions to Matthew Watts (matthew.watts@rrcc.edu)

Treasurer and Past President
Matthew Watts

Call for Nominations!

The AoPE Nomination Committee is now accepting nominations for the following Elected Officers:

•    President-Elect

•    Finance Officer

    Board Members at Large (2 Officers needed)

The President-Elect is a 5-year commitment to Academy leadership. The elected member would serve as President-Elect for two years (2021-23), then the President for two years (2023-25), and finally the Immediate Past President for one year (2025-26).

The Finance Officer serves a two-year term and should possess knowledge of financial planning and budget management.

The Board Members at Large serve two-year terms and lead or contribute to various Academy projects.

All terms would begin after the election at the annual summer conference in June 2021. More detailed descriptions of these offices and their duties can be found in the Academy Bylaws and Performance Criteria for Board Members. Nominations of self and others are welcome.

Please email Ingrid Ulbrich with your nominations!

President-Elect
Ingrid Ulbrich

During a recent session of the Self-Growth Community, we explored how and when to use reflection for self-growth. By applying the Generalizing Methodology, we identified contextual prompts for when to use reflection in the self-growth process and collected principles for quality and meaningful reflection. We share them for use in your growth and self-growth journey!

Contextual prompts: It’s time for reflection when you are

 ⇒   Stuck

 ⇒   Surprised by experiencing a dramatic change in your current environment or yourself

 ⇒   Experiencing a strong emotional reaction about an area that you thought had been previously processed

 ⇒   At a peak or valley in the emotional landscape

 ⇒   Exposed to new worldviews

 ⇒   At a fork in the road on life vision path – a new opportunity presents or major roadblock occurs

Principles for Quality and Meaningful Reflection

 ⇒   Recognize a personal need/desire

 ⇒   Have a good (mental) recording. This uses the skill self-monitoring – did you capture the data in a way that you can trust it?

 ⇒   Separate your affect from your cognitive. (In the Reflection Methodology step of Playback, I find that the affect happens in the playback, and the cognitive comes through in the insights.)

 ⇒   Allow the reflection to be a time to process the emotions.

 ⇒   The reflection should produce potential value with transferable insights for other contexts.

 ⇒   Invest in reflection and carry it through to completion (or completion for this stage). This may not occur in one single sitting, and for very large questions, may happen over a series of years.

 ⇒   Ask the question “why” over and over again.

 ⇒   Be open to yourself without being self-evaluative; reflection should be non-judgmental.

 ⇒   The triggering event should be rooted in a story; a recording without context has no meaning.

We are pleased to now feature blog content from Richard Stone... Thanks, Rick! You're welcome to visit his blog as well and fill out the contact form on his site if you'd like to subscribe to his weekly blog.

Academy Member
CEO Storywork International
Rick Stone

We have a built-in mechanism in our brains that ensures that we learn and develop routines that save time and make our lives more efficient. In this way, we don’t have to respond to every situation presenting itself as though it were novel and unrelated to anything that we encountered previously. Our brains, forever looking to simplify and streamline actions, recognize that a current situation is similar to previous ones we encountered. So, we don’t need to reinvent the wheel and attempt to figure it all out again. We have stored in our memories how we responded to these circumstances previously. In a nanosecond, we judge these to be similar to those prior situations, so we disregard data at the fringes that may be dissimilar and pull out of the hat a pat response.

Unfortunately, this evolutionary benefit has a profound downside. Once we learn a dysfunctional response and repeat it over and over again, we have a strong tendency to continue to rely on it even though circumstances may be substantively different. Now we’re not responding to the immediate environment. Instead, we’re reacting based on our idea of what the environment means. We’re living virtually in the past.

In 1949 the Canadian neuropsychologist Donald Hebb, known for his work in associative learning, explained this phenomenon with this pithy phrase: “neurons that fire together, wire together.” Essentially what it means is that every experience triggers the firing of thousands, and perhaps millions of neurons. If we repeat that experience several times, the brain quickly learns the pattern and automatically fires the same neurons. Our brains are always seeking ways to become more efficient. Imagine that someone tosses you a basketball in a pickup game on the playground. You don’t have to stop and then think about what to do with it if there’s an open shot unless you never played basketball before. Suppose you started playing from a young age and shot basket after basket for hours on end. In that case, your brain goes into action automatically when someone tosses you a ball, firing the neuronal pattern that brings your hands up to receive the pass, as you jump vertically and release the ball perfectly from 15 feet out with the ball going through the hoop, all net. Thank goodness for neural wiring. With time, it gets faster, more efficient, and more capable of delivering up the same results reliably, time and time again.

But what happens if you have decided that defenders have figured out your moves, and you want to have the option to shoot with your left hand as successfully as with your right hand? It will take a great deal of practice to build up a new neural complex of wiring to allow you to choose in an instant whether to shoot righty or lefty. With time, though, you’ll learn, and it too will become automatic.

Let’s take this into the psychological realm. If, as a child, you were physically abused regularly, the fight-or-flight response will likely become hard-wired and associated with all physical contact. Even in potentially nurturing and safe circumstances, any hint of physical contact will automatically elicit the fight-or-flight neural patterns in your brain.

In a milder example, perhaps you grew up in a hyper-critical household, where your parents regularly derided your intelligence. After leaving home for college, imagine when a teacher praises you for an excellent job. The story you’re likely running in your head despite this positive input is that your assignment was probably lacking. You may even conclude that the teacher is just taking pity on you. You’ll find a way to discount the praise, all to prove that you’re not adequate to the task at hand. God forbid that a professor gives you some constructive feedback, or perhaps you fail an exam. The negative stories you tell yourself can spin out of control, leading to rumination, perseveration, and concomitant distress. You see, the body doesn’t know the difference between a real event and an imagined one. The more we imagine how inadequate we are, the worse we feel. The worse we feel, the more we believe we’re worthless and incapable of succeeding at anything. Depression, anxiety, panic, and obsessive behaviors can set in. You’re now in a hole so deep that you have no internal resources to short circuit this hellish loop. The neurons associated with this disastrous conclusion about yourself continue to fire over and over again and it seems there’s no way out. You need professional help from someone not entangled in this story.

Hebb’s findings demonstrated that as neurons fire, they release neurotransmitters that are then absorbed by adjacent cells that communicate essential information. This synaptic transmission can strengthen over time as similar messages travel down the same neural pathways, soon becoming automatic. Disrupting an automatic response like this proves to be challenging. That’s why if we want to unlearn an old habit and replace it with another one, it can take weeks of daily practice before the new skill becomes engrained and new neural connections are wired together. This axiom is also true for the stories we have learned and repeated ad nauseum about ourselves and the world that are no longer serving us. It will require practice and determination to replace these old, worn-out stories with new ones that affirm and uplift us.

Academy of Process Educators
www.processeducation.org

Facebook Twitter Instagram
Modify your subscription    |    View online