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September 18-20, 2008
Click to visit the Teaching Institute
Resources and Tools Website.
This site contains a link
to the Pre-Institute Activity, as well as a variety of
Learning Objects.
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The
Philosophy of Process Education |
The articulation of Process Education has
evolved over time and reflects a synthesis of the change
processes taking place in higher education. Process Education
includes: active learning, student-centered learning,
mentoring, assessment, use of technology and the learning
paradigm. A concise definition for Process Education (PE) is
as follows:
The activities during the Teaching Institute provide
participants with a greater understanding and skills in the following areas:
student learning processes,
teaching and facilitation,
self-assessment and assessments of
student learning outcomes.
Process Education
Participants will :
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learn about the philosophy of
Process Education; that it is a philosophy (rather than a set of methods)
which is based on a set of core principles and its relationship for improving
student success.
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be introduced to the
Classification of Learning Skills; a valuable resource which identifies 15
key processes and more than 275 specific skills fundamental to learning and
student growth.
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learn about the levels of
learner performance and the characteristics of a self-grower.
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understand the importance of
assessment and self-assessment with respect to successfully implementing
Process Education to increase student success rates.
Assessment
Participants will:
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learn to articulate and
distinguish between measurement, assessment, and evaluation, including their
similarities and differences.
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utilize and implement a learning
assessment journal.
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be introduced to various forms of
assessment including real-time, summative, formative, and self-assessment.
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study an Assessment Methodology
and models for effective assessment design.
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learn to use a practical and
powerful assessment tool called SII.
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explore designing a Quality
Enhancement Plan (QEP) central to student learning and success.
Teaching and
Facilitation
Participants will:
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learn ways to create greater student ownership of the learning
process.
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meet high expectations.
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be introduced to a facilitation methodology that helps
educators get the most from student-centered, active learning classes.
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be introduced to constructive intervention techniques and
learn ways to enhance the productivity of cooperative teams.
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appreciate the importance of the affective domain in learning
and address dealing with learner frustration.
Curriculum Design
Participants will:
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be introduced to the concept of a knowledge table as means to categorize the
content of a course.
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learn to apply a learning methodology when designing
curriculum to enhance the quality of student outcomes and success.
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model creating an activity for use in an active learning
environment; focusing on how to design the basic components of an activity.
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learn how to develop and structure critical thinking questions
in a manner which supports guided-discovery learning.
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be given an overview for designing a process-oriented course.
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have the opportunity to explore sample curricula from various
contents areas focused on student success.
Process Education Teaching Institutes
Since the first Teaching Institute in 1991, Pacific Crest has
facilitated more than 100 teaching institutes. These institutes focus on
improving key processes, essential to quality education, through the
implementation of practical techniques, tools, and strategies which support the
philosophy of Process Education.
Participants experience the institute from three different
perspectives; that of student, educator, and researcher, and realize how faculty
success improves student success
Pacific Crest’s Learning Outcomes for a Teaching Institute are to help participants to:
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incorporate more process approaches in their teaching.
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value their role as mentors.
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integrate new and improved student learning techniques
and tools.
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implement new and improved teaching techniques and
tools.
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incorporate existing process curricula and learn to
design process curricula for use in their own courses.
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value the importance of self-assessment in the growth process
and design strategies to make more use of specific assessment tools
with students and themselves to increase student success.
Day 1
Overview of
the Institute
Overview of
Process Education (PE)
Team Goal
Setting
Levels of
Learner Knowledge
Learning
Process Methodology
Creating a
Productive Learning Environment
Managing
Learner Frustration
Consulting/ Q
&A session
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Day 2
Knowledge
Tables
Team
Reflection/Discoveries
Assessment
and Evaluation
Assessment
Methodology
Classroom
Assessment Techniques
Facilitation Methodology
Modeling a
PE Learning Environment
Consulting/
Q &A session
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Day 3
Team Project (based on Team Goals)
Overview of
Designing a Course
Designing a
Student Success Course
Designing a
Quality Enhancement Plan
Exploring
Sample Curricula
Consulting/ Q
&A session
Assessment of
the Institute
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