20th Annual Conference · 1–4 June 2026

International Academy of Process Educators

Conference Proceedings · West Coast University, La Palma campus, Anaheim, California · Theme: From Teacher-Centered to Learner-Centered Education

Welcome

Welcome to the 2026 International Academy of Process Educators Conference

This year’s conference marks a special milestone for two significant reasons: it is our 20th Annual Conference, and the first to be held under our new identity as the International Academy of Process Educators, hosted by West Coast University’s La Palma campus in Anaheim, California.

We extend a warm welcome to all participants as we come together under this year’s theme, “From Teacher-Centered to Learner-Centered Education.” The Conference Planning Team has curated a dynamic program designed to foster engagement, dialogue, and collaboration among Academy members.

Our conference is intentionally structured to promote active learning and to strengthen our collective capacity to meet the evolving needs of 21st-century learners. We are delighted to welcome both new and returning members, and we look forward to a collegial exchange of ideas, insights, and shared experiences.

From the International Academy of Process Educators:

  • Chaya Jain, President, International Academy of Process Educators
  • Will Ofstad, Host Program Coordinator
  • Yuqin Hu, Host Program Co-Coordinator
  • Matthew Watts, Registration and General Information Coordinator
  • Grace Onodipe, Program Chair - Breakout Sessions
  • Steve Beyerlein, Program Chair - Plenary Sessions
  • Tris Utschig, Preconference Workshop Coordinator
  • Steve Spicklemire, Planning and Logistics Coordinator
  • Josh Morrison, President-Elect, Board Nominations Chair
  • Patrick Barlow – Awards Committee Chair
  • Peter Smith, Business Meeting Protocol Chair
  • Knut Are Romann-Aas, Academy’s Support Site Coordinator

From West Coast University:

  • Dr. Kirstie DeBiase, Provost
  • Dr. Omid Parto, Campus Executive Director
  • Dr. Randy De Witt, Director, Center for Excellence in Teaching and Learning
  • Dr. Will Ofstad, Associate Dean, Faculty Affairs School of Pharmacy
  • Rena Barbosa, Innovation Lab Manager
  • Keri Zhong, Administrative Coordinator
  • Dr. Devena Singleton, Associate Director, CETL (Zoom Coordinator, Classroom of the Future Coordinator)
  • Dr. Anthony Poet, Faculty Training & Development Manager (Edison Room Coordinator)
  • Bailey Parrish, Manager, Faculty Training & Development (Innovation Lab Coordinator)
  • Dr. Nikki Esquer, Associate Director, Nursing Faculty Development, and Assistant Professor (Schedule Design)

Conference Schedule

Monday, June 1 (Workshop)

8:30 am / 11:30 amProcess Education Through the Lens of Assessment: A Five-Level Journey
11:30 am / 2:30 pmLunch
12:15 pm / 3:15 pmFundamental Principles and Practices of Team-Based Learning

Self-Growth Research Summit sessions (sponsored by Pacific Crest) ran alongside the conference; reported separately.

4:00 pm / 5:45 pm#1
The Self-Growth Project: Where We Are Now?
6:15 pm / 8:00 pm#2
Defining What a True Self-Grower Looks Like

DAY 1: Tuesday, June 2

All dayHall of Innovation Interactive Poster Session (asynchronous online)
8:30 am / 11:30 amWelcome & Conference Orientation
9:00 am / 12:00 pmPlenary Keynote (Wendy Duncan)
9:30 am / 12:30 pmPlenary Session (Wendy Duncan)
10:30 am / 1:30 pmCoffee & Conversation Break
10:45 am / 1:45 pmProvost Session
11:15 am / 2:15 pmTeam Time
11:45 am / 2:45 pmLunch Break
12:30 pm / 3:30 pmBreakout Sessions I
1
Designing AI-Powered Learning Experiences: Interactive Tasks, Better Evidence, Faster Feedback
Heather Pelkie, West Coast University
Co-presenters: Justin Ako, Khaled Alomari (West Coast University)
[Practitioner Workshop]
2
Learn Anything in 30 Minutes: Transforming AI from Answer Generator to Learning Performance Coach
Wade Ellis, West Valley College
Co-presenter: Dan Apple, Pacific Crest
[Practitioner Workshop]
3
Psychological Safety as a Learning Strategy: Building High-Trust Classrooms That Increase Engagement & Competence
Bickkie Solomon, West Coast University
[Practitioner Workshop]
2:00 pm / 5:00 pmCoffee & Conversation Break
2:15 pm / 5:15 pmDirected Team Time
2:45 pm / 5:45 pmAdjournment
3:00 pm / 6:00 pmOptional: On-ground social activities

Self-Growth Research Summit sessions (sponsored by Pacific Crest) ran alongside the conference; reported separately.

4:00 pm / 5:45 pm#3
Analyzing Current Self-Growth Research
6:15 pm / 8:00 pm#4
Writing to Think for Research: Generating the Next Wave of Questions

DAY 2: Wednesday, June 3

All dayHall of Innovation Interactive Poster Session (asynchronous online)
7:00 am / 10:00 amOnline Tea/Coffee Social Hour
8:00 am / 11:00 amAcademy Annual Business Meeting/Board Elections
8:30 am / 11:30 amBreakout Sessions I
1a
AI-Augmented Capstone Coaching: A Performance-Centered Mentoring System
Christine Kroll, University of Indianapolis
[Research Paper]
1b
Sovereignty-Centered Pedagogy and Process Education: Instructional Design, Governance, and Institutional Capacity in Tribal Colleges and Universities
Jerry Crawford, Virginia State University
[Research Paper]
2
Adapting the Process and Tools for Implementing a Mock Trial as an Active Teaching Strategy
Ettie Rosenberg, West Coast University
Co-presenters: Shih-Ying (Audrey) Hsu (WCU), Hoai-An Truong (University of Maryland Eastern Shore)
[Practitioner Workshop]
3
Personalized Learning in the Age of AI: Integrating Reflective Psychology with AI-Assisted Learning
Nazanin Fathi, West Coast University
[Practitioner Workshop]
10:00 am / 1:00 pmCoffee & Conversation Break
10:15 am / 1:15 pmBreakout Sessions II
1
Immersive Active Learning in the Metaverse: Designing 3D Learning Experiences
Heather Pelkie, West Coast University
Co-presenters: Luning He, Julie Herbert, Justin Ako (WCU)
[Practitioner Workshop]
2
From Model to Practice: Co-Designing a Feedback-Regulated Momentum System for Learning
David Leasure, University of Maryland Global Campus
[Research Workshop]
3
Teach It Like You Stream It: Making Zoom Learning Engaging and Interactive
Peter Esperanza, West Coast University
[Practitioner Workshop]
11:45 am / 2:45 pmLunch Break
12:30 pm / 3:30 pmBreakout Sessions III
1
Reconfiguring English Composition: Evaluating Writing Assignment Design in AI Classrooms
Jawad Ali, West Coast University
[Research Workshop]
2
Putting Performance Measures for Mentoring Skills Into Practice
Tris Utschig, Kennesaw State University
Co-presenters: Steve Beyerlein (University of Idaho), Helena Baert & Kathy Burke (SUNY Cortland)
[Practitioner Workshop]
3
Coaching the Modern Learner: A Leadership Framework for Psychological Safety, High Performance & Learning-Centered Growth
Bickkie Solomon, West Coast University
[Practitioner Workshop]
2:00 pm / 5:00 pmCoffee & Conversation Break
2:15 pm / 5:15 pmDirected Team Time
2:45 pm / 5:45 pmAdjournment
3:00 pm / 6:00 pmOptional: On-ground social activities

Self-Growth Research Summit sessions (sponsored by Pacific Crest) ran alongside the conference; reported separately.

4:00 pm / 5:45 pm#5
Designing the Next Phase of the Self-Growth Project
6:15 pm / 8:00 pm#6
AI, Practice, and the Six Dimensions of Living Forward

DAY 3: Thursday, June 4

All dayHall of Innovation Interactive Poster Session (asynchronous online)
8:30 am / 11:30 amDirected Team Time
9:00 am / 12:00 pmPlenary Keynote
Learning to Grow: Exploring the New Standard for Living Well
Cy Leise (Bellevue University)
9:30 am / 12:30 pmPlenary Session
PE Special Interest Groups
Steve Beyerlein, University of Idaho
Co-presenters: Kathy Burke (SUNY Cortland), Cy Leise (Bellevue University)
11:00 am / 2:00 pmBreak: To-Go Lunch Distribution
11:15 pm / 2:15 pmTeam Report Outs
12:00 pm / 3:00 pm“THE” Academy Awards Conference Assessment 2027 Conference Announcement
2:45 pm / 5:45 pmAdjournment
3:00 pm / 6:00 pmOnline Tea/Coffee Social Hour

Self-Growth Research Summit sessions (sponsored by Pacific Crest) ran alongside the conference; reported separately.

4:00 pm / 5:45 pm#7
Measuring Life Trajectory
5:45 pm / 6:15 pmopt.
Closing Conversation

Hall of Innovation (Poster Session)

Posters 2026

“It was a good way to relax for a bit and unwind”: Supporting Students’ Mental Health

Julie Oshiro and Anahid Mirzatoni (West Coast University, LA Campus)

Nursing students experience heightened stress during midterms and finals, prompting institutions to implement evidence-informed mental health supports. Research indicates that even brief interactions with animals can reduce cortisol levels and improve mood and social connection. This poster presents a library-based stress-management intervention featuring drop-in dog-petting events during exam weeks, followed by the implementation of a lifelike robotic therapy cat. Free sessions were offered twice during midterms and finals weeks and assessed using QR-code surveys measuring perceived mood, stress reduction, and academic focus. Student feedback was overwhelmingly positive, with many describing the experience as therapeutic and beneficial for concentration. Operational considerations -including liability, hygiene, accessibility, and noise mitigation - are discussed alongside lessons learned. The addition of a robotic cat companion expands access and reduces barriers, supporting emotional well-being beyond event days. This model offers a scalable, replicable framework for academic libraries supporting student mental health.

Interprofessional Education: The Foundation for Healthcare Competence

William Ofstad and Barbara Gipson (West Coast University)

Background: Interprofessional education (IPE) provides healthcare students with opportunities to develop collaborative decision-making skills in realistic clinical environments. Methods: Approximately 60 nursing, pharmacy, and medical students participated in a live simulation-based IPE event. Students were divided into mixed-discipline teams and completed two rounds managing a patient presenting to the emergency department with epileptic seizures, with a faculty-led debriefing and role rotation between rounds. Results: Qualitative student feedback revealed three dominant themes: teamwork, communication, and confidence. Students described teamwork as the “foundation” of the event, reporting improved interprofessional communication and greater confidence in collaborative settings. Findings align with Kirkpatrick Levels 1 and 2 across IPEC competency domains of Teams and Teamwork, Interprofessional Communication, and Roles and Responsibilities. Conclusion: Simulation-based IPE effectively fosters interprofessional competency among pharmacy, nursing, and medical students, reinforcing the value of teamwork and clear communication in managing acute clinical scenarios.

  • Bios Word · 1.6 MB
  • Presentation PowerPoint · 17.9 MB
  • Recording available from the presenter on request

From Static Reading Logs to Interactive Learning: Modernizing a PE Tool with AI

Kathleen Burke (SUNY Cortland) and Grace Onodipe (Georgia Gwinnett College)

Reading Logs are a long-standing tool in Process Education (PE) designed to help students learn how to read for understanding by guiding them through structured steps such as defining vocabulary, outlining ideas, generating inquiry questions, synthesizing concepts, and reflecting on their learning. These steps support metacognition and help students move from passive reading to active knowledge construction while strengthening their ability to learn how to learn. Traditional reading logs, however, are completed as static written responses during the reading process. This poster presents a process improvement that modernizes the Reading Log methodology through an instructor-designed AI CustomGPT assistant. The AI Reading Log Assistant preserves the structured PE framework while transforming the activity into an interactive dialogue that prompts students through stages of the reading process while allowing them to ask clarifying questions in real time. Student feedback, reading log artifacts, and faculty observations suggest improved preparation, deeper conceptual understanding, and increased AI literacy as students learn to use AI as a thinking partner rather than a shortcut.

From Prompt to Practice: Using Academic–Practice Partnerships to Build AI-Ready Public Health Professionals

Barbara Garcia (West Coast University) and Janae Kingcade ( Public Health Program Advisory Council )

As artificial intelligence becomes increasingly embedded in public health practice, academic programs must ensure that students are prepared to use these tools effectively and responsibly. This poster presents a collaboration between West Coast University and Janae Kingcade, a practitioner member of the Public Health Program Advisory Council, to align AI-integrated teaching with real-world workforce applications. Through this partnership, insights from the health department’s emerging use of AI, such as supporting data interpretation, drafting communications, and improving efficiency in public health workflows, informs the design of course assignments and learning activities. Rather than just using AI as a passive content generator, students can engage in structured tasks that mirror professional applications. For example, students develop policy memos for underserved populations, generate and analyze public health data, and develop intervention strategies using AI, followed by critical evaluation and validation of outputs using credible data sources. This approach ensures that students are not only learning how to use AI tools but also developing the judgment and analytical skills needed to apply them appropriately in public health settings. The poster will highlight sample assignments, AI prompt frameworks, and examples of how workforce-informed design enhances student learning. By bridging academic innovation with practice-based insight, this work contributes to the scholarship of teaching and learning while preparing students to enter a rapidly evolving public health workforce with relevant, applied AI competencies.

Impact of Testing Delay on First-Attempt NCLEX-RN Success in Prelicensure Nursing Graduates

Juan Caluya and Sunil Thomas (West Coast University)

This study examined the relationship between the timing from prelicensure Bachelor of Science in Nursing (BSN) program completion to first-attempt test outcomes in the National Council of Licensure Examination for Registered Nurses (NCLEX-RN). A retrospective cohort design was used to analyze data from BSN graduates (2021- 2024). Test intervals were categorized and compared with NCLEX-RN pass rates. Students who tested within two to four weeks had higher first-time pass rates. Testing after approximately 10 weeks led to lower NCLEX-RN pass rates. Findings emphasize the value of timely NCLEX-RN testing after graduation and highlight the proactive role of educators in promoting early exam preparation.

  • Poster PDF · 280 KB
  • Commentary/Presentation (video)

AI-Assisted Judgment in Academic Integrity Cases

Chaya Jain (Virginia State University)

The growing availability of artificial intelligence (AI) is reshaping decision-making in higher education, yet its role in faculty judgment remains underexplored. This study examines how AI can function as a cognitive scaffold in academic integrity cases, where instructors must balance policy enforcement, fairness, and compassion under complex conditions. Using a case-based analysis of a final exam misconduct scenario involving student hardship, the study explores how AI-supported interaction influenced the instructor’s reasoning process. Findings indicate that AI did not determine outcomes but supported clarity, tone, and policy alignment, enabling more consistent and defensible decisions. The study suggests that AI may enhance what Kahneman (2011) describes as deliberative (System 2) thinking in high-stakes academic contexts. It further raises important ethical and pedagogical questions about the role of AI in faculty decision-making and its potential impact on fairness, consistency, and professional judgment.

Posters 2025

Creating a Personal Profile for Use in Enhancing AI-Assisted Coaching video · 27.6 MB

Steve Beyerlein (University of Idaho)

Drawing Knowledge Out vs. Stuffing Knowledge In PDF · 755 KB

Patrick Barlow (Madison College)

Using AI to Create a Conference Navigator video

George W. Dombi (University of Rhode Island) and ChatGPT4

Posters 2024 – CONFERENCE THEME: Unlocking Performance and Growth

On Boarding Faculty for Improved Performance and Personal Development video

Patrick Barlow (Madison College)

Team-based Learning Advances the Transformation of Education video

Yuqin Hu, William Ofstad (West Coast University, School of Pharmacy)

AI to Create Personalized Active Growth Plans video

George W. Dombi (University of Rhode Island) and ChatGPT4

Igniting Talent Through Hands-on compounding Activities in School of Pharmacy Out Reach Event video

Ayda Awaness, Nadia Khartabil, and Yuqin Hu (West Coast University, School of Pharmacy)

Aligning Process Education Theories and Practices within the Contemporary Theories of Learning

Chaya R. Jain (Virginia State University) and Steven Beyerlein (University of Idaho)

Basic Experience Using the AI Backed Weekly Growth Coach video

George W. Dombi (University of Rhode Island) and Steven Beyerlein (University of Idaho)

Combining AI and Process Education video

Dan Apple (Pacific Crest) and Wade Ellis (West Valley College)

ONLINE Posters 2023 – CONFERENCE THEME: Closing the Gap

Closing the Gap on Getting to Your Goals video

George W. Dombi (University of Rhode Island)

Closing the Gap between Artificial Intelligence and Human Learning video

David Leasure (University of Maryland Global Campus) and George Dombi (University of Rhode Island)

A Twelve-Week 'Restart' Cohort: Addressing the Foundational Subject-Matter Gap in General Chemistry video

Colleen Taylor (Virginia State University)

Understanding the Stepwise Processes of Certain Statistical Analysis Procedures video

Kenneth Lewis (Virginia State University

Faculty Mentoring within the Discipline video

Kathleen Burke (SUNY Cortland) and Grace Onodipe (Georgia Gwinnett College)

Unlocking Opportunities, It's Never too Late for Personalized Pharmacy Residency Match Success video

Nadia Khartabil (West Coast University, School of Pharmacy)

The Effectiveness of Metacognitive Interventions in a Hybrid Non-Majors Biology Course video

Wanda Velez (Virginia State University)

Introducing MetaCognitive Strategies: Bridging the Gap in Learning in an Undergraduate Biology Class video

Paul Kaseloo (Virginia State University)

Pour yourself into Success. The Policy of Unlimited Revision video

W. Patrick Barlow (Madison College)

Closing the Gap on how to make a quality Active Growth Plan video

Dan Apple (Pacific Crest), Wade Ellis (West Valley College), Ingrid Ulbrich (Achieving Academic Success) and George W. Dombi (University of Rhode Island)

Pre-Conference Workshops

Process Education Through the Lens of Assessment: A Five-Level Journey

Josh Morrison, Tris Utschig and Steve Beyerlein

This is a 3-hour, highly interactive workshop for educators new to Process Education and desiring to improve student learning outcomes. Participants move through five interactive activities aligned to PE’s “in a Nutshell” levels: learning, performing, assessing, growing, and self-mentoring. Each activity features a brief framing, an experience guided by Strengths–Improvements–Insights (SII) assessment, and a short transfer debrief. Participants practice metacognition, provide and receive peer feedback on performance, critically analyze the assessment process, map their own growth, and engage in self-mentoring for improvement. Pre-conference preparation and a take-home toolkit support continued practice and adaptation in any context.

Resources

Facilitation plan

Why

In this workshop, participants will experience the five levels of assessment through a practical focus on team roles in collaborative learning. This matters because assessment should do more than judge quality; it should generate feedback that improves learning, performance, growth, and self-direction. Participants will leave with a clearer way to use assessment to strengthen teamwork in courses, programs, institutional work, and professional settings.

Learning Objectives

By the end of the workshop, participants will be able to:

  • Explain the five levels of assessment using team roles as the common example.
  • Apply assessment practices to team learning, team performance, rubric quality, growth, and self-growth.
  • Develop a personal plan for improving their teamwork proficiency during and beyond the conference.

Performance Criteria

Participants will demonstrate quality performance by:

Using assessment accurately and purposefully

  • Distinguishing among learning, performance, assessment, growth, and self-growth.
  • Using evidence and criteria to support feedback.
  • Applying SII feedback to improve teamwork and assessment quality.

Connecting assessment to growth

  • Identifying specific teamwork skills that can be developed.
  • Creating actionable feedback and improvement plans.
  • Designing a self-growth plan that can be used immediately.

Workshop Structure

The workshop is organized around the five levels of assessment. Each level builds on the previous one.

1. Assessing Learning : Participants clarify what they understand about team roles and responsibilities. 2. Assessing Performance : Teams use roles to complete a task and create a rubric for assessing teamwork. 3. Assessing Assessment : Teams review another team’s rubric and provide SII feedback on its quality and usefulness. 4. Assessing Growing : Participants analyze how teamwork can support growth in selected assessment-related skills. 5. Assessing Self-Growth : Participants create a personal plan for improving their teamwork throughout the conference and back at work.

Workshop Agenda

TimeFocusWhat You Will Produce
0:00-0:10OpeningShared understanding of the five levels
0:10-0:40Level 1: LearningTeam role learning map; SII
0:40-1:10Level 2: PerformanceTeamwork rubric and team SII
1:10-1:40Level 3: AssessmentSII feedback on another team’s rubric
1:40-1:45Break
1:45-2:15Level 4: GrowingGrowth analysis of two skills
2:15-2:45Level 5: Self-GrowthPersonal teamwork growth plan
2:45-3:00ClosureWhat? So what? Now what? elevator pitch

Closing Outcome

Participants finish by preparing a brief “What? So what? Now what?” elevator pitch explaining how they can use the five levels of assessment with a real team, class, program, or workplace group.

Fundamental Principles and Practices of TBL (Team-Based Learning)

Dr. William Ofstad, Dr. Leanne Coyne and Dr. Yuqin Hu

This 3-hour workshop is designed to provide an introductory overview of TBL. It is the first of five workshops that make up the Knowledge of the Fundamentals of TBL certificate series. More about this series and TBL certification is here: https://www.teambasedlearning.org/tblc-certifications/ teambasedlearning.org/tblc-certifications/

Resources

Facilitation plan

Workshop Preparation

Please read this introduction to TBL, before the start of workshop Monday:

Learning Objectives

Learning Outcomes: After this workshop, participants will be able to

  • Describe the essential elements of TBL
  • Explain how and why TBL works in the context of Process Education
  • Evaluate the benefits of using TBL

Teams and Team Time Sessions

Teams and Team Sessions

All attendees at the Process Education Conference will work as teams and collaborate with other attendees. Teams will be assigned based on whether you are attending in person or remotely. In person teams will match up with the tables where attendees sit and online teams will be separated by breakout rooms in zoom. There are dedicated team time and activities each day of the conference. After individual and team goals are set, teams collaborate on a presentation showcasing how those goals were met at the end of the conference. If you are new to working with teams refer to the following Process Education resources:

Team time Zoom links:

Tuesday 11:15am Tuesday 2:15pm Wednesday 2:15pm Thursday 8:30am Thursday 11:15am

Participant Resources:

Resources

DAY 1 — Plenary Keynote

Part 1: An Active, Student-Centered Learning Toolkit

Dr. Wendy Duncan

Biography — Wendy Duncan

Wendy Duncan received both her Bachelor of Science in pharmacy and PhD in pharmaceutics from the University of Toronto. Prior to her final appointment as Vice President and Chief of Staff at Champlain College, she served as a faculty member at the University of Toronto, as associate dean for education and director of the Office of Teaching, Learning and Assessment at Auburn University’s Harrison School of Pharmacy, dean and vice president for academic affairs at St. Louis College of Pharmacy, dean at Drake University and Senior Vice President for Academic Affairs and Provost at California Health Sciences University. Duncan’s areas of expertise include organizational culture and leadership, cognitive and moral development, teaching and learning, curriculum development, assessment, and student professionalism. She is a passionate advocate of collaborative, adaptive leadership. Situations that require significant organizational change are her specialty. At St. Louis College of Pharmacy, she facilitated an academic strategic planning and implementation process that resulted in curricular transformation, including interdisciplinary integration, and the development of student abilities in communication, critical thinking, and lifelong learning. The College, under her guidance and facilitation, implemented a comprehensive, criterion-based program assessment plan. She was responsible for assembling the Missouri Pharmacy Coalition, a consortium of colleges, state pharmacy organizations and board members to form a policy- and legislation-focused alliance. She was instrumental in developing inter-professional alliances with Saint Louis University, Washington University School of Medicine, and Goldfarb School of Nursing that provided new educational, practice, and research opportunities for students and faculty.

Resources

DAY 1 — Plenary Session

Part 2: Active Learning and Development of Faculty and Administrators

Dr. Wendy Duncan

Biography — Wendy Duncan

Wendy Duncan received both her Bachelor of Science in pharmacy and PhD in pharmaceutics from the University of Toronto. Prior to her final appointment as Vice President and Chief of Staff at Champlain College, she served as a faculty member at the University of Toronto, as associate dean for education and director of the Office of Teaching, Learning and Assessment at Auburn University’s Harrison School of Pharmacy, dean and vice president for academic affairs at St. Louis College of Pharmacy, dean at Drake University and Senior Vice President for Academic Affairs and Provost at California Health Sciences University. Duncan’s areas of expertise include organizational culture and leadership, cognitive and moral development, teaching and learning, curriculum development, assessment, and student professionalism. She is a passionate advocate of collaborative, adaptive leadership. Situations that require significant organizational change are her specialty. At St. Louis College of Pharmacy, she facilitated an academic strategic planning and implementation process that resulted in curricular transformation, including interdisciplinary integration, and the development of student abilities in communication, critical thinking, and lifelong learning. The College, under her guidance and facilitation, implemented a comprehensive, criterion-based program assessment plan. She was responsible for assembling the Missouri Pharmacy Coalition, a consortium of colleges, state pharmacy organizations and board members to form a policy- and legislation-focused alliance. She was instrumental in developing inter-professional alliances with Saint Louis University, Washington University School of Medicine, and Goldfarb School of Nursing that provided new educational, practice, and research opportunities for students and faculty.

Resources

DAY 1 — Provost Session

Provost Session

Dr. Kirstie DeBiase, Provost, West Coast University

Biography — Kirstie DeBiase

Dr. DeBiase is an experienced administrator in education and business. She holds a Bachelor's degree in Intercultural Studies, a Master's in Curriculum and Instruction, and an Ed.D. in Educational Leadership. Areas of Focus & Expertise In her role as Provost, Dr. DeBiase oversees all academic programs, faculty, and strategic institutional initiatives. She has a strong background in educational technology and oversees the university’s Center for Excellence in Teaching and Learning. Her focus areas include: Immersive Technologies: Integrating augmented reality (AR), virtual reality (VR), the metaverse, and AI into healthcare and nursing education curricula. Access & Diversity: Championing educational opportunity and inclusion across various student populations. Instructional Modalities: Managing and designing courses across brick-and-mortar, hybrid, and online delivery methods.

DAY 1 — Breakout A

Designing AI-Powered Learning Experiences: Interactive Tasks, Better Evidence, Faster Feedback

Heather Pelkie, West Coast University
Co-presenters: Justin Ako and Khaled Alomari (West Coast University)

Description

Generative AI is already embedded in professional writing, analysis, and decision support, yet unstructured tool use can blur authorship and short-circuit learning. In this 90-minute practitioner workshop, participants experience and then design an AI-powered assignment using a practical pattern: a transparent competency “MAP” (success criteria + rubric) paired with an AI “MOTOR” (assistants and agents that scaffold drafting, critique, simulation, and coaching). Participants will see quick demos of assistant-versus-agent patterns and then complete a guided design sprint to transform one objective into an agent-supported task with built-in integrity guardrails (reasoning-before-examples, process artifacts, and UDL-friendly structure). Attendees leave with a reusable prompt framework, accountability artifact menu, rubric starter, and lightweight pilot plan adaptable to any discipline.

DAY 1 — Breakout B

Learn Anything in 30 Minutes: Transforming AI from Answer Generator to Learning Performance Coach

Wade Ellis, West Valley College
Co-presenters: Dan Apple (Pacific Crest)

Description

Higher education is rapidly adopting AI tools, yet most implementations focus on accelerating answers rather than strengthening the learner’s process. This interactive 90-minute practitioner workshop demonstrates how integrating the Learning Process Methodology (LPM) with AI transforms AI into a structured learning performance coach. Participants will experience a live, discipline oriented design sprint in which they build a 30-minute, LPM-aligned learning sequence that moves students from orientation to transfer and self-assessment. Using the 14-step LPM backbone, faculty will redesign a traditional course topic into a competence-focused learning experience. The workshop integrates practices of Process Education (PE), produces ready-to-use instructional templates, and is designed for both in-person and online participants. Attendees will leave with a complete micro-learning blueprint and a concrete implementation plan.

Resources

DAY 1 — Breakout C

Psychological Safety as a Learning Strategy: Building High-Trust Classrooms That Increase Engagement & Competence

Bickkie Solomon, West Coast University

Description

Psychological safety is not just a workplace principle—it is a learning accelerator. This workshop shows faculty how to design classes, labs, and clinical learning environments that reduce fear, increase participation, and promote high-level cognitive engagement. Using Process Education principles, participants will experience activities that build trust, repair disconnection, and model vulnerability as a teaching tool. Through role-play, reflective analysis, and small-group planning, participants create their own “safety-first” learning strategies that can be implemented immediately. AI-enabled emotional tone-checking tools will be introduced as optional supports.

Resources

DAY 2 — Academy Business Meeting

Academy Business Meeting

Agenda

  • Establish a quorum [Peter Smith]
  • Introduction of Executive Board [Peter Smith]
  • Approval of 2025 business meeting minutes Word · 11 KB
  • Treasurer’s reports FY 2025 download Word · 9 KB , FY 2026 to date download Word · 9 KB [Matt Watts]
  • Approval of Audit report
  • President's Address [Chaya Jain]
  • Election of Officers
  • Announcements

Election Slate

Secretary: Cynthia Woodbridge

Dr. Cynthia Woodbridge is a physical chemist and Professor of Chemistry at Georgia Gwinnett College, where she leads institutional efforts to advance green chemistry education as Chair of the Green Chemistry Task Force. Under her leadership, the college became the first institution in Georgia to sign the Green Chemistry Commitment through Beyond Benign. She is actively involved in multiple Beyond Benign initiatives and is committed to student-centered, evidence-based chemistry education that integrates systems thinking, sustainability, and environmental toxicology throughout the undergraduate curriculum. Her work focuses on creating inclusive learning environments and helping students connect chemistry concepts to real-world environmental and societal challenges.

Treasurer: Matthew Watts

Matthew Watts is an Associate Professor of Mathematics at Red Rocks Community College in Colorado. They have been Treasurer for the Academy for several years and also serve as Treasurer for the Colorado Mathematical Association of Two-Year Colleges. If elected to continue in the role, Matthew promises to manage the Academy finances with transparency and fiscal responsibility.

Member-at-Large: Monique Holsey-Hyman

Dr. Monique Holsey-Hyman is a Tenured Associate Professor of Social Work at North Carolina Central University with over 25 years of experience in social work, mental health, and public service, and more than 20 years in higher education. Her work focuses on student success, retention, and mentorship, and she is the founder of the Transforming Social Work Through Mentorship (TSTM) program, which supports students in their academic and professional growth. Dr. Holsey-Hyman is passionate about creating inclusive, student-centered learning environments where all individuals feel supported and empowered to succeed. She is interested in serving on the Board of the Academy of Process Educators to contribute her experience in mentoring, leadership, and equity-focused education. She values collaboration and looks forward to supporting the Academy’s mission and continued growth.

Member-at-Large: Bickkie Solomon

Bickkie Solomon, PharmD, MBA-HM, BEng(Hons), BCSCP, CPEL, CPH, CSSBB is a healthcare executive, pharmacy leader, educator, consultant, and national speaker with experience spanning academic pharmacy, health system leadership, regulatory governance, operational transformation, and artificial intelligence in healthcare. She currently serves as Director of Pharmacy and PGY2 HSPAL Residency Program Director at a large tertiary care hospital, while also serving as Assistant Professor of Pharmacy at West Coast University. Dr. Solomon is also the Founder and President of Stat Rx, a healthcare consulting and advisory firm focused on pharmacy operations, regulatory strategy, sterile compounding compliance, leadership development, operational improvement, and healthcare innovation initiatives.

Election Result

Elected: Cynthia Woodbridge (Secretary); Matthew Watts (Treasurer, re-elected); Monique Holsey-Hyman and Bickkie Solomon (Members-at-Large). Nominations were closed with no further nominations from the floor.

Minutes

DAY 2 — Breakout I-A1

AI-Augmented Capstone Coaching: A Performance-Centered Mentoring System

Christine Kroll, University of Indianapolis

Biography — Christine Kroll

Christine Kroll is an associate professor in the School of Occupational Therapy at the University of Indianapolis. She is an AI Fellow of the UIndy Faculty Academy and works to support faculty and students in the effective use of AI.

Description

Capstone experiences represent a culminating academic performance in which students integrate disciplinary knowledge, professional identity, and reflective practice to produce meaningful contributions within authentic contexts. Within Process Education, these performances are understood not as isolated products but as developmental processes requiring iterative feedback, self-assessment, and mentoring. However, variability in student enrollment, faculty availability, and inequities in mentoring access have challenged institutions’ ability to provide consistent, high-quality capstone guidance. This paper introduces the Capstone Performance Coach (CPC), a customized AI-augmented mentoring system designed to extend—not replace—faculty mentoring by supporting student performance through a structured, process-aligned framework. Grounded explicitly in the Methodology for Developing Performance (MDP), the CPC functions as a performance mentor rather than a content generator. Its design centers on prompting student reflection, clarifying performance criteria, and supporting planning and self-assessment across capstone stages. The CPC does not write student work, make evaluative judgments, or supplant faculty expertise. Instead, it provides rubric-aligned, theory-informed questioning and feedback that mirrors effective Process Education mentoring practices. The CPC integrates five instructional methods central to Process Education: (1) the Strengths–Improvements–Insights (SII) feedback model, (2) Socratic questioning to promote metacognition, (3) backward design to align actions with performance criteria, (4) reflective practice to support identity development, and (5) emotionally responsive prompts to help students regulate performance anxiety and persist through complexity. These methods are embedded within a structured interaction flow aligned to the stages of MDP, supporting readiness, planning, execution, assessment, and refinement. The system is piloting within an Occupational Therapy Doctorate (OTD) program to support doctoral capstone students during proposal development, implementation planning, and dissemination preparation. Faculty maintains full responsibility for instruction, evaluation, and mentoring decisions, while the CPC serves as an always-available reflective scaffold. The CPC is currently being piloted within an Occupational Therapy Doctorate (OTD) program. It is designed to improve rubric alignment, support student reflection, and enhance mentoring continuity. Grounded in evidence-based instructional theory, the CPC is expected to promote critical thinking and equitable access to high-quality mentorship across disciplines. Ethical considerations are central to the CPC’s design. Clear boundaries are established to protect student authorship, academic integrity, and the primacy of human mentoring relationships. The CPC operates transparently, with students informed of its role as a reflective tool rather than an authority or evaluator. This approach aligns with Process Education’s emphasis on learner responsibility, self-growth, and ethical performance development. This paper argues that AI-augmented mentoring systems such as the CPC can support Process Educators by increasing mentoring equity and consistency without diluting pedagogical integrity. By anchoring AI tools explicitly within MDP and Process Education principles, educators can leverage emerging technologies to extend performance-centered learning while preserving the core values of reflection, assessment, and human judgment. Implications for cross-disciplinary application and future research are discussed.

Paper:

Resources

DAY 2 — Breakout I-A2

Sovereignty-Centered Pedagogy and Process Education: Instructional Design, Governance, and Institutional Capacity in Tribal Colleges and Universities

Jerry Crawford, Virginia State University

Biography — Jerry Crawford

Jerry Crawford is the Associate Dean in Virginia State University’s College of Humanities and Social Sciences and the Chair for the Department of Mass Communications. His research centers on Historically Black Colleges and Universities. His book, Journalism at Historically Black Colleges and Universities: Governance and Accreditation, focuses on these institutions. His second book focuses on HBCUs, Hispanic Serving Institutions, and Tribal Colleges and Universities. He has led Diversity, Equity, & Belonging programs in academia and in media administrative roles. He has presented his research internationally and he is recognized as a leading scholar for Journalism education and has served on the board of directors for the international accrediting agency for schools with mass communications and journalism. Crawford teaches graduate and undergraduate courses. Before entering the academy, his professional career included 25 years in media management. Crawford earned his PhD in Mass Communications Media Studies from Howard University, his M.Ed. from Virginia State University, and his BS in Mass Communications from Virginia Commonwealth University.

Description

Tribal Colleges and Universities (TCUs) represent sovereign educational institutions founded to advance Indigenous self-determination, community development, and culturally grounded pedagogy. Despite their central role in nation-building, TCUs are frequently evaluated through federal higher education metrics that inadequately reflect their governance structures, funding realities, and educational missions. This study conducts a quantitative institutional analysis of all 37 federally recognized TCUs in the United States to examine patterns in institutional scale, degree offerings, student persistence indicators, accreditation, and financial capacity. Using publicly available institutional reporting data, descriptive statistics are employed to identify cross-institutional trends in enrollment size, graduation and retention rates, degree levels offered, and cost structures. Findings indicate substantial variation in institutional scale and financial capacity, reflecting both structural underfunding and localized community-driven design. Smaller enrollment patterns and associate-degree concentrations correspond not to institutional limitation, but to mission-aligned governance models emphasizing community responsiveness and workforce sovereignty. Graduation and retention metrics, when interpreted through Tribal Critical Race Theory, reveal the limitations of federally standardized persistence measures in capturing Indigenous student mobility and community obligations. Administrative capacity indicators further illustrate disparities rooted in historical land-grant funding inequities. Rather than positioning TCUs within deficit frameworks, this analysis situates institutional characteristics within broader contexts of colonial governance structures and Indigenous sovereignty. The study contributes to higher education administration scholarship by reframing institutional capacity metrics as politically situated indicators that must be interpreted through Indigenous governance and nation-building frameworks.

Paper:

Resources

DAY 2 — Breakout I-B

Adapting the Process and Tools for Implementing a Mock Trial as an Active Teaching Strategy

Ettie Rosenberg, West Coast University
Co-presenters: Shih-Ying (Audrey) Hsu (West Coast University) and Hoai-An Truong (University of Maryland Eastern Shore)

Description

Active teaching and learning strategies are important to facilitate and optimize student learning. The Mock Trial Project is an innovation developed and implemented in required pharmacy courses since 2015. This self-directed learning project requires active student engagement in research, literature critique, collaboration, critical-thinking, and communication, including both oral and written, reinforcing both evidence-based skills and affective domain competencies emphasized in the Accreditation Council for Pharmacy Education (ACPE) Standards 2025 for, Doctor of Pharmacy programs. Attendees, whether in-person or virtual, will gain insights from previously implemented mock trials in required courses at two institutions and its evolution into a national competition over a decade. Attendees, whether in-person or virtual, will be able to apply the learning objectives to develop lesson plans and activities for their respective course mock trial, and they will leave the workshop with a lesson plan to implement an active learning project in their respective course and institution.

Resources

DAY 2 — Breakout I-C

Personalized Learning in the Age of AI: Integrating Reflective Psychology with AI-Assisted Learning

Nazanin Fathi, West Coast University

Biography — Nazanin Fathi

Dr. Nazanin Fathi is a clinician, educator, and academic leader with extensive experience in mental health, higher education, and student-centered learning. She earned her undergraduate degree from the University of California, Los Angeles (UCLA), her master’s degree from the University of Southern California (USC), and her doctorate in Educational Leadership from California State University, Northridge (CSUN). With over 20 years of clinical experience, Dr. Fathi has worked extensively in private practice and has served as a Clinical Director for several prominent drug and alcohol treatment centers throughout Southern California. Her clinical work has focused on emotional wellness, identity development, interpersonal relationships, and helping individuals navigate complex life transitions with insight and resilience. Since joining West Coast University in 2018, Dr. Fathi has dedicated herself to fostering engaging, inclusive, and innovative learning environments that support both academic and personal growth. She is passionate about understanding the unique needs of each student and integrating culturally responsive teaching practices into the classroom. Her work emphasizes reflective learning, critical thinking, academic integrity, and the development of professional identity within healthcare education. Dr. Fathi is also the creator and host of the podcast “Stories on the Couch,” where she explores topics related to psychology, relationships, emotional growth, and the human experience. Through both her teaching and podcast platform, she remains committed to empowering individuals through meaningful dialogue, education, and emotional insight. Her professional interests include reflective pedagogy, psychology in higher education, student engagement, identity development, and innovative approaches to teaching and learning in the age of AI.

Description

As artificial intelligence becomes embedded in higher education, faculty face a pivotal question: how do we preserve academic integrity while embracing personalized learning tools? This workshop argues that the solution lies not in prohibition but in pedagogical redesign. Drawing from reflective psychology and identity-based learning frameworks, this session presents a model for integrating AI as a cognitive scaffold while safeguarding deep learning and ethical development. Rather than focusing on detection or restriction, participants will explore how reflective assignments, metacognitive checkpoints, and identity-driven assessments can transform AI from a shortcut into a developmental tool. The session introduces a three-tier AI integration framework, strategies for designing AI-resilient assessments, and growth-oriented evaluation rubrics that measure reflective development alongside content mastery. Grounded in Scholarship of Teaching and Learning principles, this work demonstrates how psychological reflection enhances student engagement, strengthens professional formation, and builds academic cultures rooted in integrity rather than surveillance. Attendees will leave with practical tools, sample assignment templates, and assessment models that support personalized learning while cultivating competence, resilience, and ethical accountability in the AI era.

Resources

  • Integrative Reflective Psychology to Preserve Integrity and Deep Learning download PowerPoint · 51 KB (Presentation; pptx)

DAY 2 — Breakout II-A

Immersive Active Learning in the Metaverse: Designing 3D Learning Experiences

Heather Pelkie, West Coast University
Co-presenters: Luning He, Julie Herbert and Justin Ako (West Coast University)

Description

Immersive, avatar-based 3D environments can turn online sessions from passive viewing into active learning by supporting practice, collaboration, and immediate feedback. In this 90-minute practitioner workshop, participants will experience a live demonstration of the Metaverse (framevr.io), highlighting spatial audio, interactive objects, and AI-enhanced tools. We will demonstrate three higher-education examples including a virtual academic event space, a virtual hospital for role practice, and an interactive science lab. Participants will first tour the virtual environment, followed by a hands-on design sprint to develop one immersive learning activity, guided by Process Education practices such as clear outcomes, active engagement, and reflection. Attendees leave with best practices and a quick-start implementation plan.

Resources

DAY 2 — Breakout II-B

From Model to Practice: Co-Designing an AI-Supported, Feedback-Regulated Momentum System for Learning

David Leasure, University of Maryland Global Campus

You've seen it before: a student goes quiet, misses work, gives one-word responses. You're not sure if they're overwhelmed, confused, or just checked out — and you're not sure what to do first.

This workshop gives you a framework for answering that question — and the chance to help build it.

Working from a research-based model that maps student signals to momentum states and targeted instructional actions, you'll analyze real student cases, test the model against your own teaching context, and co-design both faculty workflows and AI tools that make this kind of responsive instruction actually feasible.

No prior familiarity with the model needed. A short pre-read (2–3 pages) will be provided before the session.

You'll leave with:

  • A diagnostic tool for reading student momentum and choosing your next move
  • Workflow designs grounded in real constraints (yours included)
  • A voice in shaping AI-assisted instructional support
  • Opportunities to contribute to ongoing research and publication

Bring a student case you're currently puzzling over — it becomes data.

When Should You Contact a Struggling Student and What Should You Say?

Resources

Facilitation plan

Section 0: Before the session

Complete before arriving. These materials replace introductory lecture time so the session begins with applied work immediately.

Pre-read download Word · 17 KB : the feedback-regulated momentum system (2–3 min read) Covers the cycle, momentum states (Stable / Fragile / Disrupted), and friction types. Required before attending.

Faculty field guide download PDF · 1.9 MB (File · PDF) One-page reference: full cycle, signals, states, actions, and a worked example. Print or keep open on screen during the session.

Optional: bring a student case (Label) Think of a student you are currently trying to reach. You may use this case during Activity 1 in place of the provided sample.

Respond to critical thinking questions CTQ 1, CTQ 2, CTQ 3, CTQ 4, and CTQ 5 .

Section 1: Opening — welcome + warm-up poll

10:15 · (5 min) · whole group

Two chat polls before any content is presented. Activates prior experience and surfaces the problem the model solves.

Zoom chat: opening questions

  • Q1: How often do you reach out to a struggling student before they contact you?
  • Q2: How confident are you about what to say when you do?

Here's a guide download PDF · 825 KB for a simple AI prompt to encourage belonging.

Section 2: Model orientation

10:20 · ( 10 min) · facilitator-led, whole group

Brief walkthrough of the feedback-regulated cycle using one sample case end-to-end. Participants follow along with the field guide.

Walkthrough of

Observe → Signal → State → Action → Evaluate → Improve

Our Case: Student who posts an introduction, replies to one student and then stops all interaction.

Signal vs. State is where most people disagree — that's what we're studying.

Section 3: Activity 1 — case analysis

10:30 · (35 min) · breakout (25 min) + whole group (10 min)

Participants apply the full cycle to authentic student cases in breakout groups, then share diagnoses and divergences in whole-group synthesis. Generates structured research data on model consistency and ambiguity.

  • Breakout 1 a. Case 1 — Active early, then disappeared, apologetic emails b. Case 2 — Submits on time, surface-level work, no engagement with feedback
  • Breakout 2 a. Case 3 — Detailed posts but missing the point, growing frustration b. Case 4 — Family emergency, returned briefly, gone quiet again
  • Breakout 3 a. Case 5 — Engaged in discussions, failing quizzes, thinks they understand b. Case 6 — Late every week with different excuses, strong work quality
  • Breakout 4 a. Case 7 — Over-asks before every assignment, doesn't use the guidance b. Case 8 — First online course, no login in five days, strong first submission
  • Breakout 5 a. Case 9 — Intellectually serious but increasingly hostile in discussions b. Case 10 — Progressing well until critical peer feedback, now withdrawn
  • Breakout 6 a. Case 11 — Frequent messages about things clearly answered in the syllabus b. Case 12 — Strong start, missed week 2, late and incomplete week 3
  • Breakout 7 a. Case 13 — On time and engaged, sudden drop in quality and flat tone b. Case 14 — Capable student, persistent self-doubt in every interaction
  • Breakout 8 a. Case 15 — Completed weeks 1–3 ahead of schedule, then went completely silent b. Case 16 — Dominates group activities, dismisses peers
  • Breakout 9 a. Case 17 — Work appears AI-generated, competent but generic and impersonal b. Case 18 — Working parent, adequate work, second missed deadline in a row
  • Breakout 10 a. Case 19 — Enthusiastic posts with repeated factual errors they seem unaware of b. Case 20 — Passed first half comfortably, silent since the writing-heavy unit

For groups over 20 participants, Breakouts 1–10 repeat.

Momentum diagnostic and design worksheet — Parts 1 and 2 (File · PDF + editable doc)

Groups complete collaboratively in a shared doc or Zoom whiteboard. Share link in Zoom chat before breakout. Collected as research data. Participants may substitute their own case.

  • Student Cases download Word · 21 KB file - download before breakout
  • Momentum Worksheet download Word · 13 KB file - download before breakout
  • Breakout Role descriptions download Word · 13 KB - download before breakout - keep the same roles for session 2

Default role assignment:

  • analyst a ssigned to the person with the alphabetically lowest last name
  • devil's advocate assigned to the person with the alphabetically highest last name
  • recorder assigned to the person with the alphabetically in-between last name

Assign before sending to rooms. 5-minute warning: ask groups to identify their single biggest disagreement before returning.

Section 4: PTA live demo + bridge

11:05 (5 min) · facilitator-led, whole group

Facilitator runs a case through the Professor's Teaching Assistant live. Participants react in Zoom chat. PTA playbook distributed here — not before — so it functions as a design provocation rather than a tutorial.

Section 5: Activity 2 — co-design

11:10 (25) min · breakout (20 min) + whole group (5 min)

Groups design how the model integrates into real faculty practice and where AI should — and should not — support each stage. Each group identifies one workflow design and one AI boundary. Generates field-testable workflow designs and PTA functional requirements. Continue your documentation in your team's form. When finished, ask your recorder to post your form to the the Break-out Room Results .

Section 6: Closing — commitment round + next steps

11:35 · 5 min · whole group

Phase 2 collaboration sign-up (sign up in the forum) for pilot testing, shared data collection, and co-authorship.

David Leasure will work through the UMGC IRB and share the proposal for you to submit to your institution. Educational exception is possible.

Section 7: Session evaluation

11:40 · 5 min · individual

Session evaluation form. Complete before leaving the session.

PE 2026 student cases

Contains the 20 cases assigned as a pair to each breakout room. If more than 10 rooms, start over with the same cases, such as Breakout 1, 11, 21, etc. use cases 1 and 2. Breakouts 2, 12, 22, etc. use cases 3 and 4.

PE2026_Momentum_Worksheet.docx

Each breakout room is asked to complete this worksheet as part of breakouts 1 and 2. Make sure you select the same breakout room for session 2 as you had for session 1. Use the list of breakout rooms. People in person should also join a breakout room, but can discuss in person at their table.

Role Cards

Each team will have 3 roles to play. Analyst, Devil's Advocate, and Recorder. This file describes those roles.

Professor's Teaching Assistant Guide

This guide shows how to use the AI to produce momentum communications.

Belonging Centered AI Prompting Guide

A short, simple prompting guide for creating belonging-centered messages.

DAY 2 — Breakout II-C

Teach It Like You Stream It: Making Zoom Learning Engaging and Interactive

Peter Esperanza, West Coast University

Description

Online teaching and tutoring sessions often rely on static screen sharing and lecture-driven delivery, which can reduce student engagement and participation. This practitioner workshop demonstrates how educators can transform Zoom instruction into more interactive, student-centered learning experiences by applying live-streaming and studio-style presentation techniques. Participants will explore practical workflows using Ecamm Live, iPads/tablets for real-time annotation, layered visuals, and multi-camera layouts to improve clarity, presence, and interaction in both synchronous and asynchronous settings. Emphasis is placed on accessible strategies that can be adopted immediately using common devices and tools. Attendees will leave with a repeatable framework for designing engaging Zoom lessons that feel more responsive, inclusive, and connected—similar to the best elements of face-to-face learning.

DAY 2 — Breakout III-A

Reconfiguring English Composition: Evaluating Writing Assignment Design in AI Classrooms

Jawad Ali, West Coast University

Biography — Jawad Ali

Jawad Ali is a full-time GE instructor at West Coast University who has taught writing and critical thinking for more than twenty years at numerous community colleges and universities in California.

Description

This workshop investigates a concrete pedagogical problem: how should composition and critical thinking assignments be redesigned when AI completion tools are ubiquitous? Rather than debating whether students should use AI, this session treats widespread AI use as an empirical reality and asks what assignment design features preserve critical thinking outcomes under these conditions. Participants will evaluate three paired assignments—each consisting of a traditional prompt and a modified "AI-resistant" version targeting identical learning outcomes. Using preliminary criteria derived from current scholarship, participants will assess which design features (specificity, self-reference, process documentation, contextual embeddedness) effectively maintain pedagogical value. The workshop's primary output is a collaboratively refined rubric for evaluating and modifying composition assignments. Secondary outcomes include documented points of faculty consensus and disagreement, suitable for further research and publication in the International Journal of Process Education.

Resources

  • Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task — Kosmyna, N., Liao, X.-H., Hauptmann, E., Beresnitzky, A. V., Yuan, Y. T., Braunstein, I., Situ, J., & Maes, P. (MIT Media Lab). Preprint, under review; distributed under CC BY-NC-SA. Provided as pre-reading for this session. (docx download Word · 961 KB ) ( pdf download PDF · 36.4 MB )

DAY 2 — Breakout III-B

Putting Performance Measures for Mentoring Skills Into Practice

Tris Utschig, Kennesaw State University
Co-presenters: Steve Beyerlein (University of Idaho), Helena Baert and Kathy Burke (SUNY Cortland), and Ingrid Ulbrich (Achieving Academic Success)

Biography — Kathy Burke

Kathy Burke is a Distinguished Teaching Professor at SUNY Cortland. She is active within the Process Education community, serving as the Chief Editor of the International Journal of Process Education as well as serving as a mentor within the self-growth project.

Biography — Ingrid Ulbrich

Ingrid Ulbrich is President of Achieving Academic Success, a non-profit organization dedicated to transforming learning and performance. She is a passionate and tenacious collaborator who believes in the unlimited potential of all students, and of the ability of Achieving Academic Success to help them unlock this potential for the betterment of society.

Biography — Helena Baert

Helena Baert is a Professor in Physical Education at SUNY Cortland since 2011 where she focuses her teaching and research on Preschool Physical Education, Adventure, Outdoor Education and Educational Technology. Helena started her Process Education in 2023 and is involved in the self-growth project.

Biography — Tris Utschig

Tris Utschig is the Director of Scholarly Teaching in the Center for Excellence of Teaching and Learning, and Professor of Nuclear Engineering, at Kennesaw State University where he leads efforts across the university to help faculty bring a scholarly approach to all aspects of their teaching. He is passionate about helping others grow their capabilities as they pursue authentic, meaningful goals.

Biography — Steve Beyerlein

Steve Beyerlein recently retired from the University of Idaho after 35 years teaching Mechanical Engineering. He remains active in the Process Education community, collaborating with both new and long-time colleagues in creating tools for improving personal development that can be deployed by a broad spectrum of users any age.

Description

Mentoring skills are among the most challenging learning skills to develop because they require disciplined judgment, emotional regulation, and situational awareness in real time. This workshop engages participants in direct practice using three mentoring skill performance measures: Analyzing Needs, Maintaining Objectivity, and Being Compassionate . Participants will examine how these skills function across instructional contexts and practice applying them through structured case-scenario role play. A central feature of the session is the use of performance measures as coaching tools —supporting reflection, feedback, and performance improvement rather than evaluation. Participants will leave with practical strategies and tools for facilitating student learning across diverse teaching and learning environments.

Resources

Facilitation plan

Learning Outcomes

By the end of this session, participants will be able to:

  • Describe instructional and mentoring contexts in which analyzing needs, maintaining objectivity, and being compassionate are critical
  • Explain how performance measures can be used to support mentoring as a developmental practice
  • Apply mentoring skill performance measures to analyze and improve instructional interactions
  • Practice using mentoring skills in realistic case scenarios and provide feedback using shared criteria

Workshop Orientation (5 minutes)

  • Welcome and facilitator introductions
  • Session goals, flow, and norms
  • Framing mentoring skills as developmental capabilities

Frontloading the workshop (10 minutes)

  • Skim the three mentoring skill performance measures:
  • Analyzing Needs PDF · 69 KB
  • Maintaining Objectivity PDF · 69 KB
  • Being Compassionate PDF · 76 KB
  • Select one mentoring skill and reflect on a recent instructional or mentoring interaction where that skill was relevant.
  • Use the performance measure to identify statements across performance levels that best represent the interaction.
  • Write a one‑sentence justification explaining the selected performance level.

Team Formation and Expectations (5 minutes)

  • Form small working groups
  • Clarify roles (participant, observer, feedback provider)

Team Brainstorming (10 minutes)

In small groups, participants discuss:

  • Where do these mentoring skills appear in your teaching or mentoring roles?
  • What challenges make these skills difficult to enact well?
  • How might performance measures help improve consistency and impact?

Key insights are captured and shared with facilitators for synthesis.

Case Scenario Preparation (Large Group – 10 minutes)

Case Scenario Role Play (Small Groups – 20 minutes)

  • Two participants role‑play the scenario (mentor/instructor and students)
  • Remaining participants observe and provide feedback using the performance measures
  • Roles rotate so multiple participants practice

Observers focus on evidence of mentoring skill use, not personal style.

Large Group Report‑Out (20 minutes)

  • Groups share key insights about skill application
  • Facilitators synthesize patterns across groups
  • Discussion of how mentoring skills interact and reinforce one another

Closure and Next Steps (10 minutes)

DAY 2 — Breakout III-C

Coaching the Modern Learner: A Leadership Framework for Psychological Safety, High Performance & Learning-Centered Growth

Bickkie Solomon, West Coast University

Description

In today’s rapidly evolving academic environment, students need more than instruction—they need coaching, psychological safety, and structured support to grow into self-regulated, competent learners. This experiential workshop introduces a leadership-based coaching model grounded in Process Education principles and enhanced by AI-assisted reflective tools. Participants will engage in live demonstrations, paired coaching exercises, and short design sprints to convert traditional advising or supervising into effective mentoring and developmental coaching. Emphasis is placed on fostering psychological safety, building growth-oriented feedback loops, and creating competency-based development plans. The session accommodates both in-person and virtual attendance and provides ready-to-use coaching templates, reflection prompts, and implementation guides. Faculty, staff, and leaders from any discipline will leave with actionable tools for transforming their learner interactions and contributing to stronger, more supportive academic cultures.

Resources

DAY 3 — Plenary Keynote

Learning to Grow: Exploring the New Standard for Living Well

Cy Leise, Bellevue University

"To be yourself in a world that is constantly trying to make you something else is the greatest accomplishment." --Ralph Waldo Emerson (Self-Reliance)

Biography — Cy Leise

Cy Leise is a 30-year faculty member in psychology and counseling at Bellevue University. He has been a member of the Process Education community for over thirty years since meeting Dan at a one-day session at Bellevue University. He authored and co-authored modules for the 2007 Faculty Guidebook and articles in the International Journal of Process Education, enjoying the collaborative efforts that “have stimulated my thinking and strengthened relationships as we have worked to create valuable Process Education knowledge that can be applied in many ways to support learning and growth.”

A respected author and distinguished expert in psychology and counseling, Dr. Cy Leise has been a deeply influential leader within the Process Education community since his first meeting with its founder, Dr. Dan Apple, more than three decades ago.

Cy’s early scholarly contributions are reflected in the Faculty Guidebook (2007), and his leadership has shaped the field in multiple ways. He served as the inaugural President of the Academy of Process Educators during its formative years and is a founding member and co-editor of the International Journal of Process Education (IJPE)—a role he continues to fulfill with unwavering dedication.

Across these contributions, Cy has exemplified excellence: advancing collaborative scholarship, generating innovative ideas that foster learning and growth, and modeling the spirit of servant leadership that continues to inspire and strengthen our community.

Resources

  • Keynote themes (five papers) PDF · 51 KB
  • Growth Cycle Scales Word · 18 KB
  • Cy's Keynote Address Word · 25 KB
  • Suggested readings related to this Keynote:
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective . Annual Review of Psychology, 52 , 1-26. https://doi.org/10.1146/annurev.psych.52.1.1 doi.org/10.1146/annurev.psych.52.1.1
  • Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science , 13 (2), 130-136. https://doi.org/10.1177/1745691617699280 doi.org/10.1177/1745691617699280
  • Dunning, D. (2005). Self-insight: Roadblocks and detours on the path to knowing thyself. New York, NY: Psychology Press.
  • Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review , 94 (3), 319-340
  • Keyes, C. L. M., & Haidt, J. (2003). Flourishing: Positive psychology and the life well-lived. Washington, DC: American Psychological Association.
  • Leicester, J. (2016). What beliefs are made from. Sharjah, UAE: Bentham Science Publishers.
  • Nhâ t Hahn, T. Understanding our mind. Berkeley, CA: Parallax Press.
  • Nhât Hahn, T. (2014). The mindfulness survival kit. Berkeley, CA: Parallax Press.
  • Nussbaum, M. (2011). Creating capabilities: The human development approach. Cambridge, MA: The Belknap Press of Harvard University.
  • Oishi, S., Choi, H., Koo, M., Galinha, I., Ishii, K., Komiya, A., Luhmann, M., Scollon, C., Shin, J., Lee, H., Suh, E. M., Vitters ø , J., Heintzelman, S. J., Kushlev, K., Westgate, E. C., Buttick, N., Tucker, J., Ebersole, C. R., Axt, J., … Besser, L. L. (2020). Happiness, meaning, and psychological richness. Affective Science , 1, 107–115. https://doi.org/10.1007/s42761-020-00011-z doi.org/10.1007/s42761-020-00011-z
  • Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. NY: Wiley.
  • Roemer, A., Sutton, A., & Medvedev, O. N. (2025). Authenticity and mindfulness: Related or part of the same construct? The Humanistic Psychologist, , 14. https://doi.org/10.1037/hum0000374
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist , 55 (1), 68-78. https://doi.org/10.1037//0003-066X.55.1 doi.org/10.1037/0003-066X.55.1 .68
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. NY: Guilford Press.

DAY 3 — Plenary Session (PE Special Interest Groups)

Special Interest Groups for Advancing Process Education

Steve Beyerlein, University of Idaho
Co-presenters: Kathy Burke (SUNY Cortland), Cy Leise (Bellevue University) and Tris Utschig (Kennesaw State University)

Biography — Tris Utschig

Tris Utschig is the Director of Scholarly Teaching in the Center for Excellence of Teaching and Learning, and Professor of Nuclear Engineering, at Kennesaw State University where he leads efforts across the university to help faculty bring a scholarly approach to all aspects of their teaching. He is passionate about helping others grow their capabilities as they pursue authentic, meaningful goals.

Biography — Kathy Burke

Kathy Burke is a Distinguished Teaching Professor at SUNY Cortland. She is active within the Process Education community, serving as the Chief Editor of the International Journal of Process Education as well as serving as a mentor within the self-growth project.

Biography — Cy Leise

Cy Leise is a 30-year faculty member in psychology and counseling at Bellevue University. He has been a member of the Process Education community for over thirty years since meeting Dan at a one-day session at Bellevue University. He authored and co-authored modules for the 2007 Faculty Guidebook and articles in the International Journal of Process Education, enjoying the collaborative efforts that “have stimulated my thinking and strengthened relationships as we have worked to create valuable Process Education knowledge that can be applied in many ways to support learning and growth.”

Biography — Steve Beyerlein

Steve Beyerlein recently retired from the University of Idaho after 35 years teaching Mechanical Engineering. He remains active in the Process Education community, collaborating with both new and long-time colleagues in creating tools for improving personal development that can be deployed by a broad spectrum of users any age.

Resources

Description

The Academy is launching Special Interest Groups (SIGs) to bring together members with shared passions in Process Education. These groups are designed as high-value, collaborative spaces where members can explore emerging questions, develop tools, produce scholarship, and advance practice.

This session directly builds on Cy Leise’s keynote, Learning to Grow: Exploring the New Standard for Living Well, which calls for:

  • a shift from knowledge to capability development
  • strengthening agency and authenticity
  • expanding empirical research in Process Education
  • creating new structures for collaboration and growth

SIGs are a primary mechanism for realizing this vision.

Participants in this session will

  • Identify potential SIGs aligned with individual growth interests, agency, and professional direction
  • Help to set direction for SIGs that have a clear purpose and initial project ideas
  • Make initial contacts that could lead to a collaborative network for advancing both practice and research
Facilitation plan

1. Keynote Transition & Framing (5 minutes) - STEVE

Purpose : Bridge keynote → action

Facilitator framing:

“Cy challenged us to move beyond knowledge toward growth, agency, and authenticity—and to strengthen our research and collaboration.

This session is where we begin to operationalize that vision. SIGs are envisioned as opportunities to turn ideas into sustained practice, scholarship, and impact.”

2. SIG Ideation through Individual Survey (10 minutes) - KATHY

Here are some ideas about SIGS to help in preparing survey responses.

  • Communication with New Audiences – Expand the reach of Process Education through podcasts and media that translate growth concepts for new learners (PRACTICE)
  • Empirical Research – Validate PE models (e.g., Growth Cycle roles) to strengthen evidence and credibility (RESEARCH)
  • Self-Growth Practice & Coaching – Develop tools and case studies that support self-growth journeys and intrinsic motivation (PRACTICE)
  • Professional Development Innovation – Design scalable learning experiences (e.g., short courses) to build capability across institutions (PRACTICE)
  • Mentorship Communities – Create structured environments for developing learning, performance, and self-growth skills (PRACTICE)
  • AI Applications in PE – Explore how AI can support capability development, reflection, and assessment rather than replace learning (RESEARCH POTENTIAL)
  • Experiential Learning – Explore experiential learning for growth (PRACTICE)
  • Team Based Learning – Leverage team resources to promote (PRACTICE or RESEARCH)
  • Contrast PE with another learning approach – Plan and carry out an empirical research project (RESEARCH)
  • Create and validate scales – to measure PE processes & outcomes (RESEARCH)

Use this Survey Link forms.gle/9JFNH2cVpif6YNWh9 to answer the following questions:

  • Please list any current growth challenges and/or PE research interests you have?
  • What kind of opportunities could a SIG advance?
  • What sorts of outcomes would make participating in SIG projects personally valuable?

4. Kathy will analyze survey responses and post results with SIG labels

supply SIG named ZOOM breakout rooms (5-10 minutes)

5. Group Discussion of SIGS (20-25 minutes) TRIS & STEVE (onsite); Cy & KATHY (online)

  • Participants move to a SIG of interest – ensure critical mass (at least three people) .
  • Select a spokesperson.
  • Review survey results connected your SIG theme.
  • Collaborate to propose a SIG vision that your spokesperson will present to the large group.
  • As part of your discussion keep notes and post your thoughts about the following:
  • Practitioner Project Ideas What will this SIG produce that advances growth or capability development ?
  • Research Opportunities How might this SIG contribute to empirical validation or scholarship ?
  • First-Year Goals What meaningful progress would demonstrate impact and value ?

6. SIG Report-Out by Groups (10 minutes) FACILITATED BY TRIS UTSCHIG

Each group’s spokesperson shares: one practitioner contribution (e.g., a hands-on professional development workshop at next year’s PE Conference) or one potential research contribution ( e.g., a white paper for the IJPE editor to vet as a possible future article or a research brief in our Academy newsletter)

7. Closing (5 minutes) KATHY BURKE

This directly supports Cy’s call to increase empirical research and collaborative scholarship .

“Cy challenged us to grow faster than the changes around us.

“SIGs are how we do that—together, through sustained practice, shared inquiry, and meaningful contribution.”

This is your opportunity to align your growth, your agency, and your contributions with the future of Process Education.”

“Think about the role you might play in a prospective SIG. Look for some opportunities to participate in planning meetings around the SIG ideas proposed today. Ultimately look for announcements about SIG events throughout the year.”

DAY 3 — Closing Session & Academy Awards

Closing Session and Awards

Academy Awards 2026

Distinguished Process Educator

Josh Morrison

Long Standing Contributor

George Dombi

President's Exemplary Service

Steve Beyerlein

Institutional Leadership in Process Education

Will Ofstad and Yuqin Hu

Conference Assessment Report

Compiled by Ingrid Ulbrich with the Assessment Mentor custom GPT by Pacific Crest

The conference was assessed from written SII assessments submitted by participants: 9 for the plenary sessions, 2 for the Provost session, 26 across the practitioner workshops, 8 for the research workshops, 5 for the research papers and 8 for the pre-conference workshops, together with 26 written conference assessments and the quantitative session and conference evaluations.

The report gives a synthesised assessment and a generalized SII summary for each session type, an overall conference assessment, a section on technology and the conference, a synthesis with implications for future conference development, an assessment of the participant assessments themselves, and the quantitative results. It is available in full to members.

Resources