Time   Activity
(Track 1: Invited workshop)
(Track 2: Peer-reviewed proposed workshops)
(Track 3: Research papers)
8:00am Welcome: Building base groups; Intros & Setting conference outcomes (recorded on sticky sheets)  

Symposium 1: Creating an Equity Environment in the Classroom

Every faculty member has an opportunity increase equity in their own classroom. This equity can be achieved through different means and pedagogical approaches. The panel for this symposium has been selected based upon their documented practices in increasing the success of the underrepresented where there may be no distinction between sub-populations. The complementary impacts on the entire student population that are stimulated by best practices from increasing equity in the classroom will also be addressed. Participants should leave this session with concrete ideas for actions that they could put into practice in their own classroom to bring about high levels of equity in educational outcomes as well as an overall increase in student success.


Facilitator: W.L. Scheller, Gannon University
  • Ensuring Equity for First Generation Students (Carolyn Harris, CHSU)
  • Equity Through Team-Based Learning (Robert Clegg, CSHU)
  • Using Strengths to Promote Equity in the Classroom (Saul Trevino, Houston Baptist University)
  • Using Content to Increase Classroom Equity (Max Hembd, Clovis CC)

Ensuring Equity for First Generation Students

Carolyn Harris, CHSU

To mitigate the challenges that first-generation college students face and to foster college readiness faculty can play a powerful role by incorporating high impact practices (HIP) into the classroom. This panelist will share her experience working with under-represented first-generation college students in a bridge program where faculty engaged in HIP resulted in improved retention rates.

Equity Through Team-Based Learning

Robert Clegg, CSHU

According to Michaelsen, Sweet, and Parmalee (2009), the primary learning objective in team-based learning (TBL) is “to go beyond simply ‘covering’ content and focus on ensuring that students have the opportunity to practice using course concepts to solve problems” (p. 7). TBL relies on small-group interaction specifically designed and sequenced to improve learning and promote the development of self-managed learning teams. At CHSU, TBL provides PharmD students conceptual and procedural knowledge that exposes them to and enhances their ability to apply the course content, while group assignments focus on using course content to solve the types of problems that they are likely to face at some point in their pharmacy career.

Using Strengths to Promote Equity in the Classroom

Saul Trevino, Houston Baptist University

Each student needs to be valued for their strengths and contributions to the community. Through the blending of experiences in teaching a gate-keeper course (General Chemistry I) and an empowering course (Freshman Year Seminar), we have built a model of how students can be treated equitably within a course. The model focuses on leveraging each student’s strengths and includes practices such as helping students identify and apply strengths in academics, reflect on their strengths and the strengths of others, and use their strengths to participate in retrieval practice. Using the practices in this model fosters learning environments where all students can achieve success.

Using Content to Increase Classroom Equity

Max Hembd, Clovis CC

Using music as a means of establishing intercultural awareness, we are building a culture that embraces diversity, while providing opportunities for shared experiences to enhance the sense of unity in the classroom. There are many overlaps and interdisciplinary connections between music, humanities and sciences which will be illustrated and impact demonstrated. Concrete sample activities are provided for participants to walk away with additions to their equity toolkit.

10:00 Break

Click any of the following workshop titles to learn more...Please note that there are three types of workshop, based on focus: Practice, Community-Building, and Research.

Therese Baca-Radler & Josh Hill

It is important that each learner understands the learning process in a very personal way since each person’s journey will be different. If there are mismatches in understanding of the learning process and in individual learning styles, then academic success suffers as a result because of those mismatches rather than the academic skills of the individual. The good news is that those mismatches can be mended, and growth is always possible. In order to better evaluate the mismatches and gaps in understanding that many incoming college students bring with them to the world of higher education, I have outlined a set of foundational processes and skills to support learning and reading processes. They work with the executive brain functions to mend those mismatches and bridge those gaps in order to create balance in the overall learning process. Those foundational processes and skills are as follows: Industry, Self-Regulation, Understanding and Making Connections, Critical Thinking, Communication and Application. Foundational processes and skills are a part of the overall learning process which is a lifelong endeavor; therefore, they should be included in classrooms for individuals of all ages. “As we gain a better understanding of the learning process, we can make more informed decisions about how to structure teaching and learning” (Pringge, 2002). There are many students entering higher education with below average reading scores. Reading is a performance and must be connected to the learning process. In order to be able to read effectively at higher academic levels, students must have the necessary foundational processes and skills to support learning and reading across disciplines. This workshop will focus on how to strengthen those foundational processes and skills in the classroom environment.

Teressa Taylor

The prediction of job growth through the year 2020 states that 65 percent of all available employment will require postsecondary education and training beyond high school. More and more United States citizens are heeding this warning and enrolling in postsecondary institutions. In 2016 over 20.5 million students attended American colleges and universities resulting in an increase of approximately 5.2 million students since fall 2000. One would think that the increase postsecondary enrollment will bridge the gap between available employment and career ready students. Unfortunately, it is also predicted that the United States labor force will fall short by 5 million qualified workers by the year 2020. The question becomes why so many college students are failing to complete degrees or taking longer than expected to obtain a degree. To answer that question, one has to ask if today’s college students are truly college ready. This workshop explores the changing definitions of college readiness, the attributes of a college ready student, and how to transform students into collegiate learners.

Ingrid Ulrich

Over the last 12 months, a series of investigations have occurred to strengthen students capacity in learning chemistry by creating two experiences - one for students not ready for the general chemistry course and a second for students who were unsuccessful during the 1st half of the 1st term of general chemistry. Learning to learn Chemistry became the focus of each of these courses to strengthen student learning capacity for learning chemistry. The components of this investigation include: 1) the numerous specific risk factors that inhibit learning chemistry; 2) the cultural change used to focus on Learning to Learn Chemistry that can counteract these risk factors; 3) a model of a chemistry learning process; 4) a model of a chemistry collegiate learner; and 5) measuring and improving chemistry learning capacity. We believe that every student will be more successful in learning chemistry if the chemistry education community embraces "Learning to Learn Chemistry."

W.L. Scheller

Engineering by its nature is the application of science and mathematics to solve problems. Preparing students to study engineering is a challenge in that the primary and secondary educational systems do not introduce the concept of multiple (even infinite) possible solutions to problems or the process of design. Students entering a four-year program in engineering have preparation in mathematics and the sciences, however they are very unlikely to have preparation in the application of those fields to solve problems. Therefore, the need for preparing the students to study engineering through a specialized “Learning-to-Learn” camp experience would be highly desirable. This paper presents common characteristics between the prospective engineering student and the students of mathematics and science. The paper also addresses important differences in the engineering students preparatory needs – in particular the needs related to engineering analysis and design. These include the numerous specific risk factors that inhibit learning engineering and the cultural change focused on Learning to Learn Engineering that can counteract these risk factors.

David Kaplan

Over the last 5 years, a series of investigations have occurred to strengthen students capacity in learning mathematics by using the Learning to Learn camps to improve the capacity for learning math and STEM. The components of this investigation include: 1) the numerous specific risk factors that inhibit learning mathematics; 2) the cultural change used to focus on Learning to Learn Mathematics that can counteract these risk factors; 3) a model of a mathematical learning process; 4) a model of a mathematical collegiate learner; and 5) measuring and improving mathematical learning capacity. We believe that every student will be more successful in learning mathematics if the mathematics education community embraces "Learning to Learn Mathematics."

12:00pm Lunch
Keynote 1: Uniting PE Scholarship and Practice with Key Elements from the Poverty Literature for Desired Cultural Transformation
(Luncheon Presentation: 45 minutes)

Process Education theory, methodology, and tools are ideally suited for promoting cultural competence through narratives, scripts, and frameworks that join together teachers and learners. This keynote will explore high-return threads of scholarship and of practice that allow a wholesome teacher/learner/society partnership to flourish within an environment that sustains mutual aspirations for academic/career/personal success, manages expectations of high performance, and demonstrates compelling learning outcomes.

Facilitator: Mary Moore
University of Indianapolis

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Chaya Jain

Based upon the research on Traditional and Transformation educational culture using the Transformation of Education framework, the workshop will provide a structure to look at all 14 aspects of the institutional culture to determine where and what type of focus an institutional effort to increase equity through change in values, mindsets and practices. Each team will have opportunity to develop an implementation approach to cultural change by identifying the top 10 values to change, 10 faculty mindsets to shift, and 20 new best practices which will alter student mindsets leading to greater success and equity.

Chris Sweeney

While the traditional culture of education has led to many students entering college with "risk factors" leading to many equity issues, future directed Higher Education culture can transform the learning environment and learners' behaviors which increases equity through empowerment. A learning to learn growth oriented culture develops where 14 transformative educational aspects align with positive support for equity. The top 100 Learning to Learn and Self-growth "best practices" of teaching and learning will be analyzed to determine which of these practices are the most effective to increase both equity and empowerment. The participants will help to determine a top 10 to 25 best equity practices that empower learners.

Dan Cordon and Denna Hintze

Participants will gain hands-on experience accessing resources and forums on the Academy of Process Educators member site. They will also experience protocols for productive online meetings with process education colleagues across the globe. Session will also introduce opportunities for collaboration on curriculum design, professional development, scholarship of teaching/learning, and Academy outreach activities.

3:00 Break

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Larry Burns & Dan Apple

The purpose of this workshop is to develop a research program around the impact of the recovery course in higher education. After two iterations of delivering the recovery course, it is time to investigate the impact on the institution, student success, on faculty, and the reason why students end up in the course (risk factors), and what is the process and the cause and effects of the process on transformation of the learner - i.e., the learning outcomes measurement.

Wade Ellis

This workshop provides a framework to analyze how to incorporate Learning to Learn in a disciplinary context. The workshop is broken into 4 components each being about 15 to 20 minutes in length to investigate the adaptation of a framework developed in mathematics to your own discipline. 1) What are the unique risk factors for your discipline; 2) What does transformational learning look like in your discipline; 3) Learning Process Methodology adapted for your discipline; 4) Additional Learner Characteristics built on top of the Profile of a Quality Collegiate Learner that are needed for success in college and in their career. The 15 minutes will be spent on comparing and contrasting these adapted frameworks.

Will Ofstad, California Health Sciences University

Carol Dweck argues growth mindset changes the meaning of effort and difficulty for students, and this new meaning unleashes learning and unlocks equality even in the most at-risk environments. “It becomes a basic human right to live in places that create growth, in places filled with yet.” As faculty how well have we developed methods to unlock this mindset? What planning, pedagogy, and in class facilitation methods empower students to engage in learning and embrace challenge? The focus of this workshop will be to explore the opportunities for realizing student growth and equality through process education and team-based learning methods, with special emphasis on classroom facilitation.

5:00 Hall of Innovation Competition: Best Practices in Increasing Equity (25 poster presentations)
6:00   Base group discussions
6:30 25th Anniversary celebration
8:00 Special Activity - TBD

Time   Activity
8:00am   Preview the day’s activities and base group discussions
Symposium 2: Institutional Equity Programs

Universities and Colleges have put in place systems, processes, programs, structures, and strategic initiatives to increase equity on their campus. As diversity of campus populations increases, each campus must make sure that every student, staff member, faculty, and stakeholder has equal opportunity for access and success within the organization. This symposium will include panelists who bring years of experience, with program outcomes that illustrate some of the best institutional-level practices around empowerment and equity. Panelists will also be encouraged to share their scholarship around their practices. Members will be selected by the uniqueness of their campus program, the transferability of their practices, and the impact on equity through assessment as well as research.


Facilitator: Mary Moore University of Indianapolis
  • Moral Agency (Wendy Duncan, CHSU)
  • Achilles Program (Valerie Lagakis, Nassau Community College)
  • Freshman Academy (Dennis Malaret, Grand Valley State University)
  • Faculty Devlopment and AQIP Projects for Increasing Equity (Patrick Barlow, Madison College)

Moral Agency

Wendy Duncan, CHSU

Today universities are often evaluated relative to their status, financial competitiveness and entrepreneurialism. As institutions of significant public prominence, more attention ought to be spent on their moral purposefulness and contributions to societal good: in essence they should be evincing their moral identity and exerting moral agency through their value-based missions. California Health Sciences University was founded to serve as an agent of empowerment, specifically by:

  1. Inspiring diverse students from our region to commit to healthcare careers that serve our region;
  2. Developing compassionate, highly trained, intellectually curious, adaptive leaders capable of meeting the healthcare needs of the future through a performance-based education;
  3. Empowering people to teach, serve, research, innovate, and practice collaboratively in areas of skill and expertise.
This mission is evident in our values and reflected broadly in actions such as recruiting, hiring, assessment and operations. This presentation will explore the key characteristics of our value-based institutional model, the culture we have cultivated, results to date, and future plans.

Achilles Program

Valerie Lagakis, Nassau Community College

Achilles is “Characterized by reciprocal human interactions that embody an enduring emotional attachment, progressively more complex patterns of joint activity, and a balance of power that gradually shifts from the developed person in favor of the developing person, thus achieving Equity through Empowerment.” Achilles is a special academic program that serves high-potential students with learning challenges (called twice-exceptional [2e]) through the use of strength-based instruction with academic/ psychosocial support services that involve mentoring and coaching. It has received external recognition from (1) a SUNY/Cornell Institute for Community College Development (ICCD) grant award (2006-07), (2) a Nassau-BOCES Education Partner Award (2007-08), and (3) Innovation of the Year Recognition from the League for Innovation in the Community College (2008-09) as well as from within SUNY: the Chancellor’s Award (2017).

Academic Success Institute

Dennis Maralet, Grand Valley State University

The Freshmen Academy was created at Grand Valley to support students who come from 1st generation, underrepresented populations, often from urban centers or very rural areas who have been admitted under some special considerations that have make their status at greater risk than the normal entering class. The Freshmen Academy was able to increase significantly the 1st year retention of this population but hit a plateau of around 70%. The ASI was designed to increase this likelihood of first year retention by an extensive experience called the Academic Success Institute. The description of this empowering weeklong experience of why these students end up performing during the first year better than the norm will be discussed and why this process could be reproduced at other institutions to increase equity among the students. This process has expanded as a course that last through the first academic term and supports the students throughout their first set of courses with extensive mentoring and now is expanded in a yearlong formal way. The evolution of this program through its first 6 years is constantly improving to increase the 1st year retention by continuously assessment of its effectiveness.

Equity Issues in Professional Development

Patrick Barlow, Madison College

While many efforts to foster diversity, inclusiveness, tolerance, and respect among students, faculty and staff are underway around the nation, most students experience a college career through courses which are not focused on these issues. Similarly, faculty members experience these issues under the same conditions, spending the majority of their time in professional development in activities focused on specialized disciplinary training or on the art of teaching. At Madison College we embraced the need to offer experiences which foster a respect for diversity. We also realized that if these concepts were treated as unique and “outside” of the realm of the specific fields of discourse, that the issues central to embracing diversity and equity would likewise remain isolated. SO, we embraced the idea of embedding the issues into every professional development offering we provided. From Stephen Coveys’ 7 Habits of Highly Effective People to Teaching Methods to Student Success and Teaching Online and Hybrid Classes, we build each curriculum offering with the idea that equity, diversity, and respect are central principles the are explicitly addressed in each course. Many of these methods mirror those used in Learning to Learn Camp and our On Course Student Success courses.

10:00 Break

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Betty Hurd

This session will review results from a study on Reading Logs in a freshman course. This will set the stage for surveying audience concerns about reading issues across the disciplines as well as levels in the curriculum. Opportunities for applying reading logs in other contexts will be considered as well as alternative strategies for student preparation through reading assignments.

Matt Watts

The Learning Process Methodology provides a powerful and universal model for the learning process and lies at the heart of Process Education theory. Since the goal of instructional design is to guide someone through the learning process, the LPM is inherently tied to the design of learning activities. Classic and contemporary studies of Learning and Instructional design have developed their own corresponding models, most of which are subsets of the LPM. Finding connections between their models and ours opens an essential dialogue between Process Educators and other schools of thought. In this workshop participants will

  • Review the Learning Process Methodology and its connection to the design of learning activities
  • Learn about other models of the Learning Process and Instructional Design Process
  • Understand how these other models overlap with the LPM
12:00pm Lunch
Keynote 2: Design for Equity: Configuring Competency-based Education
(Luncheon Presentation: 45 minutes)

Competency-based Education may be designed to support the needs of underserved students who have difficulty accessing and succeeding in traditional education. A long-time educational innovator, Dr. Leasure will present key design choices within competency-based education to support underserved students' success. Competency-based education models allow students to progress quickly and effectively through their programs by demonstrating competency standards for each course. Specialized faculty roles support the specific needs of students based upon their unique situations, both academic and personal. Dr. Leasure will provide new insights that suggest how other organizations might want to operate to increase educational equity

Facilitator: David Leasure
Higher Learning Solutions

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Patrick Barlow

This workshop will share best practices used by the facilitator in faculty development workshops held at Madison College over the course of the last twenty-seven years. Practical advice will be given for creating a safe space for students, faculty, and staff that includes the following equity components: (1) a college wide commitment to sustaining a safe, accessible and healthy campus, (2) a secure, accessible, and comfortable environment for all faculty development participants to interact (regardless of their cultural background, physical conditions, or special needs), (3) a consistent, well-articulated cultural competency training for all members of the community that underlies workshop specific outcomes, and (4) a supporting multi-cultural center that nurtures learning as well as exploration of issues of racial, ethnic, and culture.

Mary Moore

Come join three presidents of the Academy and review principles of program assessment, leading to the production of an annual assessment report that can be used to assess quality and inform planning for the next year. The session will provide an inventory of past Academy accomplishments, familiarization with strategic plan goals, writing performance criteria, and opportunities for professional engagement. Resources used in the workshop will be the program assessment methodology, the Academy strategic plan, and a draft of the 2016-17 annual report prepared by Academy leaders. The session will conclude with an exploration of the Academy operating plan for 2017-18. This session will be especially engaging if you are interested in finding and defining a meaningful role for you within the Academy as well as growing your leadership capacity.

3:00 Break

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David Leasure, Higher Learning Solutions

In competency-based education, or CBE, students master competencies, take the time needed to learn and then demonstrate mastery through evaluations. Public Agenda’s Shared Design Elements (2015) identifies ten elements that guide but do not prescribe solutions that institutions need to consider as they implement CBE. Process Education (PE) offers CBE designers a knowledge-base and an approach from which to build CBE programs. This workshop engages practitioners to adapt and link elements with existing PE approaches to support learner and program success. Participants will create designs for the learning component and contribute to PE-CBE Design Matrix.

Danielle Apple & Breanna Apple

A quality classroom has many characteristics, but a critical important component is that every student must have equal access, support, and challenge, but also be treated as unique and special. This implies that the way that teachers interact with each student will be different. This workshop will help faculty to discover principles for equity in the classroom based upon what the students want and desire. The workshop will be facilitated by two students, one in high school and one in college, advocating for highly important equity issues from the students perspective. Participants will gain new insights about how faculty perspectives are received by students and fresh thinking about how alternative faculty perspectives could realize higher levels of classroom equity and student empowerment.

5:00 Base group discussions
5:30 - 9:00 Clovis Old Town Street Festival & Farmer's Market

Time   Activity
7:45am Meeting: PE Academy (breakfast included)
Symposium 3: National Initiatives for Promoting Equity in Postsecondary Education

Higher Education has long been viewed by outside stakeholders as providing exclusive non-open access to its offerings, where many social, ethnic, and economic groups have limited access and success. Over the last 30 years, many public, private, and non-profit organizations have worked hard to bring greater equity to higher education by increasing access and success. Organizations such as NSF and Lumnia have funneled extensive dollars into viable projects to increase equity across higher education. The symposium brings together national panelists who have made major contributions and have been part of successful programs which have increased equity on multiple campuses.

Facilitator: Joann Horton Educational Consultant
  • California Community Colleges' Online Education Initiative (Barbara Illowsky, Chief Academic Officer of California Community Colleges online initiative)
  • Engaging in Difficult Dialogues: Misgivings, Needs, and Possibilities (Hilda Hernandez-Gravelle, HHG Higher Education Consulting)
  • TODOS: Mathematics for All (Diane Kinch, TODOS)
  • Educational Inequities as Wicked Problems: Using Collective Impact Cradle-to-Career to Reduce Disparities in Educational Attainment (Kelli Parmley, Higher Education Professional)
  • The Arduous Journey for Achieving Equity in Special Education (Arlene King-Berry, University of District Columbia)

California Community Colleges' Online Education Initiative

Barbara Illowsky, Chief Academic Officer of California Community Colleges OEI

The goal of the California Community Colleges Online Education Initiative (OEI) is to assist students with moving successfully and efficiently toward the completion of their educational goals. In ongoing efforts to improve student success and completion rates, OEI, through the Online Student Equity Work Group, is developing strategies for closing the online equity gap among our diverse student population.

Engaging in Difficult Dialogues: Misgivings, Needs, and Possibilities

Hilda Hernandez-Gravelle, HHG Higher Education Consulting

In the current national climate, some leaders have abandoned the role of discourse, compromise, truth telling and other exemplary values as keystone elements for promoting democratic engagement. Hence, in this climate, colleges and universities have an even more important and trying task in creating environments that nurture productive discourse in the process of teaching and learning. As an evaluation and assessment consultant for Ford Foundation’s Difficult Dialogues Initiative’s (2007-2012), I was asked to write a compendium for the promising practices that emerged from the 27 college and university grantee programs. I will introduce some of the highlights of the best practices, strategies and lessons learned. Some of these include: pedagogical innovation, faculty development and curriculum expansion and change.

TODOS: Mathematics for All

Diane Kinch, TODOS

The mission of TODOS: Mathematics for ALL is to advocate for equity and high quality mathematics education for all students— in particular, Latina/o students. Five goals define the activities and products of TODOS: Mathematics for ALL:

  1. To advance educators' knowledge and ability that lead to implementing an equitable, rigorous, and coherent mathematics program that incorporates the role language and culture play in teaching and learning mathematics.
  2. To develop and support educational leaders who continue to carry out the mission of TODOS.
  3. To generate and disseminate knowledge about equitable and high quality mathematics education.
  4. To inform the public and influence educational policies in ways that enable students to become mathematically proficient in order to enhance college and career readiness.
  5. To inform families about educational policies and learning strategies that will enable their children to become mathematically proficient.

Educational Inequities as Wicked Problems: Using Collective Impact Cradle-to-Career to Reduce Disparities in Educational Attainment

Kelli Parmley, Higher Education Professional

Wicked problems are those that are connected to other problems, such that no single person, program, organization or sector alone can solve them. StriveTogether is a national movement that incubates community partnerships, currently in using a collective impact approach, to reduce disparities in educational attainment for untapped and low income populations. Bridging Richmond (Richmond, VA) is one such partnership, anchored at Virginia Commonwealth University, will serve as an illustration of this national collective impact approach.

The Arduous Journey for Achieving Equity in Special Education

Arlene King-Berry, University of District of Columbia

The disproportionate representation of minority students in special education programs is one of the most critical and enduring problems in the field of education. Impressive advancements have been made in educational opportunities for students with disabilities, through landmark court cases in which African American and other students of color played vital roles. This litigation culminated in the principles of access, nondiscrimination, and due process codified in the Individuals with Disabilities Education Act. Although African American students and other students of color have substantially impacted the education of students with disabilities, they have not benefited proportionally to their contributions and are not commensurate with their majority peers.

10:00 Break

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Ingrid Ulbrich

At CSU, we have implemented two types of Learning to Learn Chemistry Courses. The first one is for students who want to get better at learning Chemistry before they take their general chemistry course. The other is a recovery course where by mid-semester, students who recognize that they are not performing at the level they would like to achieve, can supplement or replace the general chemistry course. This workshop will provide a model for half-semester Learning to Learn Chemistry preparation and recovery courses offered for students who are dissatisfied with their performance and preparation for succeeding in the general chemistry course. The workshop will look at the course schedule, syllabus, sample activity facilitation plans, and recommended reflective writing products. Participants will brainstorm opportunities and challenges for creating such a course at their institution, how to recruit students, and learn the key principles for implementing the course.

Tris Utschig and Dan Apple

A missing ingredient in effective learning or problem solving performance is the ability to effectively generalize knowledge so that it can be fluidly transferred to new learning or problem solving situations. The important role that generalizing plays within the learning process, the problem solving process and especially as the interface between the two processes will be identified, described, and its dimensions clarified. Additionally, a set of strategies and techniques for increasing the growth of this learning skill, generalizing, are provided along with an activity that can be used in faculty professional development as well as in a cognitive sciences course. The skill generalizing will be practiced within disciplinary context and the result produced will become part of a research paper that is being developed.

12:00pm Lunch
Keynote 3: Process Education as the Catalyst for Increasing Equity in Higher Education
(Luncheon Presentation: 45 minutes)

Dr. Ellis will use use co-authorship of the 25th anniversary edition as a springboard for exploring how pursuing elements from the Process Education Pathfinder (online learning object associated with the special edition) promotes equity in access as well as success across any campus. Participants will leave with resources, deeper understanding and motivation to spread this message to others on their own campus and in their discipline

Facilitator: Wade Ellis
West Valley College (emeritus)

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Wendy Duncan

Most universities require that undergraduate students satisfy a range of requirements that prepare them to prosper as well as to participate responsibly and thoughtfully in the broader world. Given the nature of the academy, it should not be surprising that there continues to be substantial debate about what these General Education (GE) requirements should be. The American Association of Colleges and Universities has played a significant role in that debate, and many institutions have adopted their “essential learning outcomes” as the basis for the GE curriculum. The Profile of a Quality Collegiate Learner (PQCL) is being explored by at least one institution as an alternative. Although the two systems overlap, the PQCL adds a significant dimension: that students not only CAN act, for example think critically, but that they are also DISPOSED to do so. This workshop will engage participants in the structured dialogue, “Should achievement of the Profile of a Quality Collegiate Learner serve as the outcome for a quality GE program and can it used as the basis for GE Program Assessment?” The goal of structured dialogue is to be constructing a position paper on the role of the PQCL in GE that is concise, accurate, explanatory, defensible, and powerful through collaborative interaction.

Arlene King-Berry

Educational research confirms that students who are actively engaged, in the learning process are more likely to undertake challenging activities, to enjoy and adopt a deep approach to learning, and to exhibit enhanced performance, persistence, and creativity. Although attributes of the online environment (e.g., self pacing, flexibility, interactivity) can enhance student engagement, online learning presents special challenges with regard to eliciting and maintaining engagement, particularly among online learners whose intellectual, behavioral, emotional or physical characteristics amplify their learning challenges. Vital to ongoing engagement of these learners are: (a) the ability to self-regulate their learning, (b) the interaction relationships available in the online experience, and (c) the accessibility of online course content. This session will features evidence-based practices for creating and sustaining online learner engagement. Session content will also support a deeper understanding of the instruction practices and interaction as they relate to online instruction.

3:00 Break
3:30 Base Group Presentations: Key Learning from the Conference (3 minutes each)
4:30 Assessment of the Conference based upon Performance Criteria - each group 3 Strengths, 3 Improvements, and two insights
5:00 Closing Remarks
5:30 Meeting: Academy Board