The Faculty Guidebook—A Resource for Faculty Development
Section 1—Institutional Development
Chapter 1.1: Expectations and Change Movements
1.1.1 Introduction to Expectations and Change Movements in Higher Education NEW
1.1.2 Changing Expectations for Higher Education
1.1.3 Efforts to Transform Higher Education
1.1.4 Learning Colleges
1.1.5 Role of Process Education in Fulfilling the Changing Mission of Higher Education
Chapter 1.2: Changing Missions and Roles
1.2.2 Profile of a Quality Learner
1.2.3 New Faculty Roles for Institutional Effectiveness
1.2.4 Profile of a Quality Faculty Member
1.2.6 Role of Governing Boards
1.2.7 Annotated Bibliography—Effective Leadership
Chapter 1.3: Change Practices and Projects
1.3.1 Introduction to Change Practices and Projects NEW
1.3.2 Academic Strategic Planning—The Basics NEW
1.3.3 Designing a Quality Action Project NEW
1.3.4 Designing an Academic Skills Center NEW
1.3.5 Recruiting and Maintaining Adjunct Faculty NEW
1.3.6 Implementing an Internal Challenge Grant System NEW
1.3.7 Annual Professional Growth Plan
1.3.8 Successful Institutional Change—The Human Dimension
Chapter 1.4: Measurement and Evaluation for Effectiveness
1.4.1 Overview of Measurement REVISED
1.4.2 Fundamentals of Rubrics
1.4.3 Measuring Writing Performance in a Discipline NEW
1.4.4 Measuring Quality in Design NEW
1.4.5 Performance Levels for Learners and Self-Growers
1.4.6 Overview of Evaluation
1.4.7 Evaluation Methodology
1.4.8 Mindset for Evaluation
1.4.9 Turning Evaluation into Assessment
1.4.10 Annotated Bibliography—Evaluation
Chapter 1.5: Added Value through Program Assessment
1.5.1 Writing a Self-Study Report
1.5.2 Methodology for Designing a Program Assessment System
1.5.3 Defining a Program
1.5.4 Writing Performance Criteria for a Program
1.5.5 Identifying Performance Measures for a Program
1.5.6 Constructing a Table of Measures NEW
1.5.7 Writing an Annual Assessment Report
1.5.8 Assessing Program Assessment Systems
1.5.9 Annotated Bibliography—Program Assessment
Section 2—Intellectual Development
2.1.1 Overview of Learning TheoryChapter 2.1: Learning Theory
2.1.2 Adult Learning Theories in Process Education NEW
2.1.3 A Brief History of Neuroscience
2.1.4 From Synapses to Learning—Understanding Brain Processes
2.1.5 Multiple Intelligences NEW
2.1.6 Annotated Bibliography—Learning Theory
Chapter 2.2: Thinking About Thinking
2.2.1 Bloom’s Taxonomy—Expanding its Meaning
2.2.2 Elevating Knowledge from Level 1 to Level 3
2.2.3 Developing Working Expertise (Level 4 Knowledge)
2.2.4 Differentiating Knowledge from Growth
2.2.5 Overview of Critical Thinking
2.2.6 Overview of Problem Solving NEW
2.2.7 Understanding Motivation and Self-Regulation Theories NEW
2.2.8 Process Education as a Motivation and Self-Regulation System NEW
Chapter 2.3: Learning Processes
2.3.1 Introduction to Process Education
2.3.2 Framework for Implementing Process Education
2.3.3 Classification of Learning Skills
2.3.4 Cognitive Domain
2.3.5 Social Domain
2.3.6 Affective Domain
2.3.7 Learning Processes through the Use of Methodologies
2.3.8 Learning Process Methodology
2.3.9 Forms of Knowledge and Knowledge Tables
2.3.10 Knowledge Table for Process Education
Chapter 2.4: Instructional Design
2.4.1 Overview of Instructional Design
2.4.2 Instructional Systems Design Model, History, and Application
2.4.3 Development and Use of an Expert Profile
2.4.4 Long-Term Behaviors
2.4.5 Learning Outcomes
2.4.6 Methodology for Program Design
2.4.7 Designing a General Education Program NEW
2.4.8 Methodology for Course Design
2.4.9 Writing Performance Criteria for a Course NEW
2.4.10 Course Grading Systems NEW
2.4.11 Designing a Foundations Course NEW
2.4.12 Creating a Capstone Course NEW
2.4.13 Overview of Learning Activities REVISED
2.4.14 Designing Process-Oriented Guided-Inquiry Activities
2.4.15 Writing Critical Thinking Questions NEW
2.4.16 Methodology for Creating Methodologies
2.4.17 Assessing Learning Activities NEW
Chapter 2.5: Research and Scholarship
2.5.1 Boyer’s Model of Scholarship
2.5.2 Research Methodology
2.5.3 Distinguishing Between Problem Solving, Design, and Research REVISED
2.5.4 Annotated Bibliography—Educational Philosophy
Section 3—Learner Development
Chapter 3.1: Establishing Quality Learning Environments
3.1.1 Overview of Quality Learning Environments
3.1.2 Introduction to Learning Communities
3.1.3 Methodology for Creating a Quality Learning Environment
3.1.4 Establishing Initial Respect Without Prejudging
3.1.5 Getting Student Buy-In
3.1.6 Obtaining Shared Commitment
3.1.7 Setting High Expectations NEW
3.1.8 Letting Students Fail So They Can Succeed
3.1.9 Creating Meaningful Assessment and Documentation Systems NEW
3.1.10 Learning to Learn Camps NEW
3.1.11 Annotated Bibliography—Quality Learning Environments
Chapter 3.2: Facilitating Learning
3.2.1 Overview of Facilitation
3.2.2 Profile of a Quality Facilitator
3.2.3 Facilitation Methodology
3.2.4 Appreciative Inquiry—A Tool for Transformational Learning
3.2.5 Creating a Facilitation Plan
3.2.6 Identifying Learner Needs
3.2.7 Constructive Intervention
3.2.8 Constructive Intervention Techniques
3.2.9 Facilitation Tools
3.2.10 Annotated Bibliography—Facilitation
Chapter 3.3: Effective Teaching Practices
3.3.1 Overview of Effective Teaching Practices REVISED
3.3.2 Cooperative Learning
3.3.3 Process-Oriented Guided-Inquiry Learning
3.3.4 Problem-Based Learning
3.3.5 Self-Validation of One’s Learning
3.3.6 Mid-Term Assessment
3.3.7 Effective Use of Office Hours
3.3.8 Interdisciplinary Team Teaching NEW
3.3.9 Annotated Bibliography—Effective Teaching Practices
Chapter 3.4: Effective Learning Tools
3.4.1 Overview of Effective Learning Tools
3.4.2 Designing Teams and Assigning Roles
3.4.3 Teamwork Methodology
3.4.4 Team Reflection NEW
3.4.5 Effective Design of Problem-Based Projects
3.4.6 Persistence Log
3.4.7 Using Reading and Lecture Notes Logs to Improve Learning
3.4.8 Practical Implementation of Self-Assessment Journals
Section 4—Self Development
4.1.1 Overview of AssessmentChapter 4.1: Assessment as a Foundation for Growth
4.1.2 Distinctions Between Assessment and Evaluation
4.1.3 Mindset for Assessment
4.1.4 Assessment Methodology
4.1.5 Moving Toward an Assessment Culture
4.1.6 Performance Levels for Assessors
4.1.7 Writing Performance Criteria for Individuals and Teams NEW
4.1.8 Issues in Choosing Performance Criteria
4.1.9 SII Method for Assessment Reporting
4.1.10 Assessing Assessments
4.1.11 Peer Coaching
4.1.12 Annotated Bibliography—Assessment
Chapter 4.2: Mentoring for Self Growth
4.2.1 Overview of Mentoring
4.2.2 Becoming a Self-Grower
4.2.3 Personal Development Methodology
4.2.4 Life Coaching: The Heart of Advising NEW
4.2.5 Annotated Bibliography—Mentoring
Chapter 4.3: Creating a Culture of Self-Growth
4.3.1 Self-Growth Plans for Faculty Members NEW
4.3.2 Student Learning Styles NEW
4.3.3 The Language and Culture of Success
4.3.4 The Accelerator Model
4.3.5 Differentiating Growth from Acquiescence
4.3.6 Students with Learning Disabilities
Appendices
Appendix A—Invitation to Reviewers (online)
Module Assessment Form (online)
Module Evaluation Form (online)
Appendix B—Module Design Specifications
Appendix C—Author and Editor Bio-sketches
Appendix D—References and Works Cited
Appendix E—Glossary
Appendix F—Alphabetical List of Modules