|
2007 Handouts
The following directory includes many but NOT ALL of the speaker handouts from the 2007 Annual Meeting. Note: Session handouts are available for download in PDF format. You must have the current version of Acrobat Reader, available free from Adobe, to view the documents.
Scroll down for handouts from the Self-Study Workshop, AQIP Colloquium, Peer Review Program, Presidents Program, and the General Program. Handouts are listed by session number with session title and the presenter(s) last name(s).
You may use your browser's "Find" or "Search" function to find a particular presenter or session.
PEAQ WORKSHOP ON SELF-STUDY
S-101: Opening Session (PEAQ Staff)
S-103-c: The Role of Staff in Self-Study (Solomon)
S-103-d: The Role of Staff in Self-Study (Taylor)
S-105-b/S-106-b: Setting the Stage for an Oscar-Winning Production (Comprehensive Site Visit) (Anoka-Ramsey Community College)
S-105-c/S-106-c: Planning, Designing and Communicating the Self-Study: Wrestling with Chaos (Greenville College)
S-105-d/S-106-d: Preparing the Self-Study: Practical Tips for a Successful Experience (College of Mount St. Joseph)
S-105-g/S-106-g: The Resource Room: An Opportunity to Shine (BryanLGH College of Health Sciences)
Handout One
Handout Two
Handout Three
S-105-i/S-106-i: The Ted Factor: Getting Information ColleTed, SorTed, and EdiTed (Tri-State University)
S-105-j/S-106-j: The Amazing Race: Using Strategic Planning to Lead the Self-Study Process (University of Cincinnati-Clermont College)
S-105-k/S-106-k: Sizing It All Up: Writing and Evaluative Self-Study Report (The University of Charleston)
Handout One
Handout Two
Handout Three
Handout Four
Handout Five
S-105-o: Conducting the Self-Study Process for Initial Candidacy (Panel)
S-106-n: Evaluative Writing in the Self-Study (Ingrid Walker)
S-106-o: Writing the Report and Team Expectations for Initial Candidacy (Panel)
S-107-a/S-108-a: WE CAN DO IT! Getting the Entire Campus Involved in the Self-Study (Central Wyoming College)
S-107-d/S-108-d: Speak Your Mind: Engaging the Campus in Self-Study (Fort Lewis College)
Handout One
Handout Two
S-107-e: From Promising Beginning to Exceptional Finish (Wright State College)
S-107-f/S-108-f: Preparation 101: Is Your Campus Really Ready for the Visit? (Oklahoma City University)
Handout One
Handout Two
Handout Three
S-107-g/S-108-g: The Resource Room That Won’t Go Away—A Good Thing (Maricopa Community Colleges-Phoenix College)
S-107-h/S-108-h: Microsoft Word: A Tool for Managing a Self-Study Document (Newman University)
Handout One
Handout Two
S-107-i/S-108-i: Compliance or Transformation: A New CAO’s Role in Leading Change (Lourdes College)
Handout One
Handout Two
Handout Three
Handout Four
S-107-j/S-108-j: Self-Study: Lessons Learned and Institutionalizing Outcomes (St. Cloud State University)
S-107-k/S-108-k: Show Me, Don’t Tell Me: Producing an Evidence-Based, Evaluative Self-Study (Emmaus Bible College)
Handout One
Handout Two
S-107-l/S-108-l: The Drive for 5: How to Engage the College Community in the HLC-NCA Process (Wichita Area Technical College)
S-107-m: Customizing the Comprehensive Self-Study and Evaluation Process (Solomon)
S-108-m: Special Emphasis: Connecting the Foundations of Excellence and Self-Study (HLC, Missouri Southern State University)
S-108-n: Commission Decision Making Processes Following the Team Visit (Taylor)
AQIP COLLOQUIUM
A-845-b: AQIP Quality Checkup and The Next Generation Systems Appraisal (Doebbert, DeFries, Marthaler)
A-945-a: One Bite at a Time: How to Eat The AQIP Vital Focus Elephant and Learn What Matters Most at Your College (Rump, Fife-LaFrenz, Simone)
A-945-e: Balancing Workloads Among Faculty in the University (Quigley, Kingsriter, Nelson)
A-1045-c: Foundations of Excellence in the First Year of College (Gardner, Barefoot)
A-1045-e: Developing Departmental AQIP Assessment Plans: Concepts, Model, and Examples (Bird)
A-100-d/A-200-d: Changing “Business As Usual”: A Template for Quality Improvement Approach to Decision-Making (Slocum, Collins)
Handout One
Handout Two
A-100-e/A-200-e: Strategic Planning, AQIP, Recruitment and Retention: Putting the Pieces Together (Daffron, Grimes, Scanlon)
Handout One
Handout Two
A-300-d and A-400-d: A Process for Systems Portfolio Development (Johnson, Dummer)
A-400-b: Improving the Academic Program Review Cycle with Continuous Quality Improvement Tools (Wagner)
A-400-c: Prioritize Student Satisfaction for Quality Improvement (Gillman, Stenerson)
Handout One
Handout Two
PEER REVIEW PROGRAM
C-FRI-100-b: Opening Plenary: Online Education and Questions for Peer Review (Priddy, Solomon, Koch)
C-FRI-100-d: The Commission’s Decision-making Processes: ARC, IAC, the Board: What All Peer Reviewers Need to Know (Hale, Wheeler, Gallentine)
Handout One
Handout Two
Handout Three
Handout Four
Handout Five
C-FRI-245-a: Cases, Contexts, Red Flags, and Trends in Online Programs (Solomon, Hanna, Starrett, Stevens)
Handout One
Handout Two
C-FRI-245-c: AQIP for All Peer Reviewers: Helping Institutions Decide PEAQ or AQIP (Priddy, Spangehl)
C-FRI-430: What’s the Buzz: Are We in a Spellings Bee? and C-FRI-500: The Future of Peer Review: Questions of Consistency, Transparency, and Accountability (Priddy, Crow)
Handout One
Handout Two
Handout Three
Handout Four
C-SAT-830-a: Reviewing and Online Case: Serving as a Member of Commission’s Online Peer Review Corps (Koch, Priddy, Mueller, Scafe)
Handout One
Handout Two
Handout Three
C-SAT-830-c: Criteria One and Five: Re-thinking Real Evidence, Finding the Outer Limits (Westerfield, Darby) Handout One
Handout Two
C-SAT-945-a and C-SAT-1100-b: Finances and Today’s Institutions: Evaluating for Sustainability and Capacity (Johnson)
Handout One
Handout Two
C-SAT-945-b: Criteria Two and Three: Seeking both Process and Results (Wendler, Keiser)
Handout One
Handout Two
C-SAT-1100-d: Criteria Three and Four: A Refresher on Focus and Evidence (Wissmann, Kale)
Handout One
Handout Two
C-SAT-100-a: The Commission’s Commitment to Student Learning. What We’ve Learned and What You Should Ask about Institutions Assessing Student Learning, the Ties to Mission and Planning, the Links to Evaluation and Improvement (Priddy, Keiser)
Handout One
Handout Two
Handout Three
Handout Four
C-SAT-100-b: Serving as a PEAQ C-E: The Critical Role of Presidents and Senior Officers (Westerfield, Evans)
Handout One
Handout Two
Handout Three
Handout Four
Handout Five
C-SAT-245-a: Case Study, Fundamental Questions & Shared Responsibility for Student Learning & Assessment: Your Expectations as Peer Reviewers, Others Expectations as Customers (Wissmann, Kale, Priddy)
Handout One
Handout Two
Handout Three
C-SAT-245-b: Emerging Practice. Student Learning & Assessment in the Co-Curricular: New Dimensions to Peer Review of Support Service and Learning Environments: Results of Research across Institutions (Mundhenk, Keiser)
Handout One
Handout Two
C-SUN-830-a: Case Studies. Focus on Improving Learning, An Institutional Portfolio for Success (Priddy, Wissmann, Kale)
Handout One
Handout Two
Handout Three
Handout Four
C-SUN-830-b: The Commission’s Decision-making Processes: ARC, IAC, the Board: What All Peer Reviewers Need to Know (Hale, Wheeler, Gallentine)
Handout One
Handout Two
Handout Three
Handout Four
Handout Five
C-SUN-1000-a: Wrap Up: Trends, Next Steps, Context for the Future of Peer Review and Student Learning (Priddy)
C-SUN-1000-d: Serving the Research Universities: What Value Does Peer Review Offer? (Funk, Klein)
WORKSHOP FOR NON-AFFILIATED INSTITUTIONS
Handout One
PRESIDENT’S PROGRAM
P-SUN-945: Leading for the Commission Good: Current Challenges for the Commission, Accreditation and Higher Education (Crow)
P-SUN-200-b: Appreciative Inquiry: A Case Study in Strategic Planning (Pride, Kowal)
Handout One
Handout Two
P-SUN-200-w: Special Workshop: Best Practice in Leading for the Common Good (Litecky, Heelan)
P-SUN-300-c/P-SUN-400-c: Critical Issues for Presidents and Trustees (Dillon, Batchelor, Frazer, McHugh)
Handout One
Handout Two
Handout Three
GENERAL PROGRAM
SUNDAY
G-SUN-830-a: The “Foundational” First College Year as a Component of Self-Study for Reaccreditation and G-SUN-930-a: Conversations: Foundations of Excellence for First Year Improvement and Reaccreditation (Barefoot, Gardner, Walker)
G-SUN-830-e and G-SUN-930-g: Monitoring Institutions with Multiple Sites: Site Confirmation and Multi-Site Visits (Solinski, Appleson)
Handout One
Handout Two
Handout Three
Handout Four
Handout Five
G-SUN-930-b-2: Designing and Building a System for Documenting and Analyzing Assessment Activities (Grave, Mulvaney)
G-SUN-100-b: Big Picture Results, Fine-Grained Analysis: Understanding CLA Performance (Sotherland, Cunningham)
G-SUN-100-d: Improving Assessment Results: Where to Go from Here? (Gertge, Frisbie)
G-SUN-100-e: What IS Assessment? Cutting Through the Jargon and Confusion (Baehr, Fager)
G-SUN-100-f: Assessing Thinking: The Specificity of General Skills (Smith)
G-SUN-100-g: Planning, Negotiating, and Implementing a Major Student Services Reorganization (Henken, Riutta, Roberts)
G-SUN-100-h: Measuring Non-Cognitive Student Outcomes (Aper, Feldmann)
G-SUN-100-i: The College and the Corporation: Sharing Leadership in a Workforce Development Collaboration (Crockett, Weaver, Menges)
G-SUN-100-k: Fair Trade Week: From Local Food to Global Marketplace (Collins, Verschelden)
G-SUN-200-a: The Strategic Leadership Triangle: Senior Administrators, Managers, and Human Resources (Hagedorn, Munz)
G-SUN-200-b: Planning Strategically Through Institutional Change (Middlebrook, Goering, Vargas)
G-SUN-200-d: Fourteen Questions to Ask Yourself About Your Program Level Assessment Plans (Hatfield)
G-SUN-200-e: DIAL for Assessment: Educating and Engaging Our Colleagues (Sturges, Munger)
G-SUN-200-g: Challenges and Solutions for Assessing Graduate Programs (Orzoff, Peinovich, Riedel)
G-SUN-200-j: Identifying and Supporting College-Ready Writing Skills among High School Students: An Interinstitutional Alignment Model (Carney)
Handout One
Handout Two
G-SUN-200-k: Becoming a Community Advocate Through Service-Learning (Ritchie, Blair)
G-SUN-300-c: Using Normative Data for Accountability: One Community College’s Journey (Marley, Callaway)
G-SUN-300-e: Improving Learning in General Education (Nichols, Gress, Johnson)
G-SUN-300-f: The Professional Portfolio: A Tool for Employment, Assessment and Marketing (Kuceyeski)
Handout One
Handout Two
G-SUN-300-l: Culture Shock: Moving Into Cyberspace (Elliott-Nelson, DePuy, Doak)
G-SUN-400-a: Community College Benchmarking: An Essential Tool for Assessment, Improvement, and Accountability (Seybert, Van Middlesworth)
G-SUN-400-b: Leveraging the Surveys on Student Engagement for Maximum Campus Impact (Barretta-Herman, Canney, Cogan, Kelly, Rochon)
G-SUN-400-c: Examining Student Learning: Using Curriculum-Embedded Assessment for Program Assessment (Abromeit, Lamers, Rogers)
Handout One
Handout Two
G-SUN-400-j: What are Campus “Quick WINS?” Ways to Implement New Solutions (Gratz, Cheng, Percy)
Handout One
Handout Two
Handout Three
Handout Four
Handout Five
Handout Six
Handout Seven
Handout Eight
Handout Nine
Handout Ten
G-SUN-400-l: Generation NeXt Goes to Work: Issues in Workplace Readiness and Performance (Taylor)
MONDAY
G-MON-945-a: Academia Going Lean (Reed, Berry)
G-MON-945-b: Strategic Planning: Best Practices in Developing an Integrated Action Plan (Matson, Anderson, O’Brien)
G-MON-945-c: Integrating the Self-Study Process Into Ongoing Institutional Action (Chadwick, Callone)
Handout One
Handout Two
G-MON-945-d: Mining the Library for Program-Specific Data (Applegate, Hoyt)
G-MON-945-f: Speech-History Learning Community: Student Success Through Collaborative Teaching and Mentoring (Sturdevant, Collins)
Handout One
Handout Two
Handout Three
Handout Four
G-MON-945-k: The Commission’s Commitment to Student Learning: Hallmarks, Trends, and Challenges (Priddy, Keiser)
G-MON-1045-b: Leading vs. Lagging: A Framework for Smart Change (Duin, Baer, Ramaley)
Handout One
Handout Two
G-MON-1045-e: Using Rubrics to Support Assessment Throughout the Curriculum (Bash)
G-MON-1045-g: College-High School Partnerships in Implementing Large-Scale Innovation in Entry-Level Math Education (Mayers, Cherif, Dorfman)
Handout One
Handout Two
Handout Three
G-MON-1045-j: Service Learning: Moving Beyond Engagement to Action and Social Change (Daniels, Zimmerman-Oster)
G-MON-1045-l: Financial Ratio Analysis (Miller)
G-MON-1045-m: Peer Review in a New Century (Crow)
G-MON-130-b: Achieving Efficiency and Profitability Through a Commitment to Systems Thinking (Scott, Hartman, Lech, Player)
G-MON-130-d: Leading Institutional Effectiveness Initiatives in Times of Change (Hanson, Healy)
Handout One
Handout Two
G-MON-130-e: Assessing Life and Career Skills: Improving Accountability in Higher Education (Smith, Maxson)
Handout One
Handout Two
Handout Three
Handout Four
Handout Five
Handout Six
Handout Seven
Handout Eight
G-MON-130-f: Assessment by Number: One Size Does Not Fit All (Dallinger, Baker-Sperry)
Handout One
Handout Two
G-MON-130-g: Retention Made Simple: An Introduction to the Benefits of a Student Relationship Management Approach to Student Services Staffing (Nelson, Adams, Wielinski)
G-MON-130-i: Managing the Adjunct Pool for Consistent Student Learning Outcomes (Tweedell, Howell)
G-MON-130-k: Servant Leadership: The Leaders of Tomorrow Service Organization (Perry)
G-MON-130-l: Developing Leaders Through Peer Facilitation in the STEM Disciplines (Micari, Pazos)
G-MON-130-n: Preparing Effective Requests for Institutional Change (Breslin)
G-MON-230-g: Developmental Education in a Tribal College: Foundation for College Success (Koopman)
G-MON-230-i: Early College High School: A High School Dropout Recapture Initiative (Chase, Glasscoe, Kogut)
Handout One
Handout Two
G-MON-230-k: Planning and Evaluating Proposals for International Educational Ventures (Herriott, Erickson, Esteban, Rota)
G-MON-230-l: On the Path to Institutionalization of Service Learning: One University’s Approach (Colebank)
G-MON-330-a: A Time for Deeper Dialogue: Mentoring, Modeling and Growing Your Own (Pearson)
G-MON-330-b: Strategic Planning Partnershp: Data Sharing for the Future (Brown, Heiland, Rench)
G-MON-330-c: The Informed Plan: Using Scanning and Assessment to Shape Planning (Boston, McCafferty, Stephens)
G-MON-330-d: Assessing the Uncommon Core (Weissman)
Handout One
Handout Two
G-MON-330-g: Basic Skills Assessment: A Locally Developed Strategy for Assessing Math Skills (Boyles, Barnet)
G-MON-330-j: Bridging the Gap: The High School to College Transition Program (Willis, Harshbarger)
Handout One
Handout Two
G-MON-330-k: Is there a Graduate Program in Your Future? How to Prepare for the Addition of Graduate Programs (Wendler, Noonan)
G-MON-330-m: Trends and Good Practices in Partnering: Interinstitutional to Global (Priddy, Moxley, Baer, Partlow)
Handout One
Handout Two
Handout Three
Handout Four
Handout Five
G-MON-430-b: Measuring Diversity Competencies Among College Students (Williams, Greig, Matthews)
G-MON-430-c: The Story of Our Campus Wide Program Prioritization Process (Schmid, Barratt, Murphy)
G-MON-430-d: CPR for Institutional Assessment: Creative, Practical, and Reliable Strategies (Morris, Behmer)
G-MON-430-e: Problems with Using Low-Stakes Tests to Assess Student Learning (Sutton)
G-MON-430-f: Shared Vision and Shared Commitments: Institution-Wide Assessment Planning and Implementation (Johnson)
G-MON-430-h: Faculty Development in a Small College: Giving Wing to Faculty Visions for Excellence in Teaching and Learning (Ortquist-Ahrens)
G-MON-430-m: Distance Education: Context, Why It Is An Issue, Implications for Substantive Change (Solomon)
Handout One
Handout Two
TUESDAY
G-TUE-930-a: Effective Formative Shared Governance: Bridging Organizational Lines Early and Often (Kulich, Losey, Braskamp)
G-TUE-930-b and G-TUE-1030-b: Changing the Institution: Using Assessment to Alter the Culture (Seward, Bollman)
Handout One
Handout Two
Handout Three
Handout Four
G-TUE-930-c: Leadership in Mission, Planning, Organizational Change, Accreditation, and Accountability (Jahnke)
G-TUE-930-e: What’s Moral About Assessment? (Holtrop, Friesen)
G-TUE-930-h: A Learning College Because of Ongoing Professional Development (Rouseff-Baker, Ramage)
G-TUE-1030-f: Why Can’t Johnny Read? Maybe He Hasn’t Been Given College-level Tools (Watson, Gray, Leahy)
Handout One
Handout Two
G-TUE-1030-g: Assessing the Forest Through the Trees: What Do Students Gain from Faculty Development Programs? (Hodges) |
