The following examples illustrate the wide range of successful outcomes achieved in a variety of educational contexts over the last few years. Specific outcomes are context dependent and determined by the needs of the institution. However, certain issues such as retention, assessment systems, faculty development, and technology integration are commonly addressed at most schools.

SUNY Stony Brook, Stony Brook, NY

Contact persons: Nancy Duffrin and Dave Ferguson

  • created a Science Learning Center designed to reinforce and integrate the development of skills across courses and departments,

  • improved teaching processes for graduate teaching assistants,

  • redesigned a science lab curricula to focus on active learning strategies and skill development,

  • helped to establish a Center for Learning and Teaching,

  • assisted in the creation of a Learning Communities Program, and

  • helped to initiate a conference on Learning and Teaching.

Madison Area Technical College, Madison, WI

Contact person: Carol Holmes

  • initiated classroom peer coaching to improve teaching techniques,

  • addressed retention issues and implemented Learning to Learn Camps, and

  • facilitated the implementation of a campus change process (a cultural change toward Process Education).

SUNY College at Oswego, Oswego, NY

Contact person: Bill Bosch

  • improved program assessment systems,

  • strengthened active learning and discovery in SMET, and

  • expanded the role of the Teaching and Learning Center.

University of Alaska at Fairbanks, Fairbanks, AK

Contact person: Blanche Brunk

  • addressed issues related to challenges of native students in higher education a rural Alaska,

  • improved outcomes associated with distance learning,

  • helped improve cross cultural education, and

  • assisted in the creation of a new program called "Emerging Scholars."

Suffolk University, Boston, MA

Contact person: Eric Myrvaagnes

  • designed the course CMPSC 110, "Thinking, Learning, and Problem Solving,"

  • helped develop a new process-oriented textbook for the CMPSC 110 course, and

  • created performance measures to assess the quality of teaching.

Bronx Community College, Bronx, NY

Contact person: Nasser Abdellatif

  • supported the implementation of a faculty development plan , part of a Title V grant,

  • facilitated a Learning to Learn Camp, and

  • mentored the changing of an institutional culture.

University of Louisville, Louisville, KY

Contact person: Carol Atnip

  • implemented a systematic approach to adjunct training for developmental math,

  • created a new process-oriented curricula for pre-algebra and beginning algebra, and

  • improved significantly the completion rates for developmental math students.

Western Michigan University, Kalamazoo, MI

Contact person: Molly Williams

  • hosting an Engineering Curriculum Design Institute,

  • helping to create a center for excellence in engineering education, and

  • developing quality measures for meeting ABET 2000 criteria.

Biola University, La Mirada, CA

Contact person: Dan Stevens

  • strengthened the curriculum approach across campus for intellectual and spiritual growth,

  • helped to set new standards and criteria for distance education courses, and

  • expanded the understanding of what quality teaching and learning means.

Seattle University, Seattle, WA

Contact person: Vicky Minderhout

  • assisted with nursing curriculum reform,

  • built a departmental team (chemistry) with a process focus, and

  • helped to expand the role of student services in growing and assessing students’ learning skills.

Military Academy at West Point, West Point, NY

Contact person: Col. Kip Nygren

  • incorporated more use of assessment to assist the evaluation process,

  • worked to improve performance that meets ABET 2000 criteria, and

  • performed a complete departmental assessment.

Bellevue University, Bellevue, NE

Contact person: Cy Leise

  • developed an institutional strategic plan,

  • designed a technology-based, process-oriented classroom, and

  • facilitated the empowerment process of students through the Emerging Scholars program.

University of Indianapolis, Indianapolis, IN

Contact person: Mary Moore

  • redesigned an Honors College program,

  • incorporated students into the change process, and

  • provided an issue-specific Institute– for Honors College faculty.

Kirkwood Community College, Cedar Rapids, IA

Contact person: Bobbie Klopp

  • implemented a Process Education initiative with two faculty coordinators,

  • created a new Foundations of Learning course, and

  • developed strong involvement in a Curriculum Design Institute to help faculty design process-oriented curricula.

Purdue University Calumet, Hammond, IN

Contact persons: Roy Evans and Lisa Hopp

  • created a Process Education classroom with computers,

  • helped to implement Process Education across a variety of disciplines through faculty development workshops, and

  • integrated technology into the design of curricula and teaching processes.

California State University at Los Angeles

Contact person: Ray Landis

  • assessed ABET 2000 program assessment status, and

  • facilitated training for faculty development facilitators.