PERRY
SCHEME & 'POWERFUL LEARNING' CONFERENCE
January
10-12, 2002
Concurrent
Sessions: Preliminary List
1. Re-Committing to Examined Commitment
THURSDAY, 4-5:30
p.m.
Judith
Reisetter Hart
Senior
Research Analyst, Office of Educational Research & Evaluation
Alverno
College
judith.reisetter@alverno.edu
Glen
Rogers, Senior Research Associate, Office of Educational Research & Evaluation
Alverno
College
glen.rogers@alverno.edu
Participants
in this session will explore interactively excerpts from in-depth interviews
of five-year alumnae identified as representing upper levels of Commitment
in the Perry scheme and relate them to essay data from the same students.
The purpose of the session is to reclaim the possibility of measuring development
beyond contextual relativism by explicitly identifying elements that merit
coding for examined Commitments.
[Assessment]
2. Erikson and Perry: An Attempt at a Theoretical Synthesis
THURSDAY, 4-5:30
p.m.
Philip H. Dreyer, School of Educational
Studies Michael Berzonsky, Dept. of Pychology
Claremont Graduate
University
State University of
New York at Cortland
philip.dreyer@cgu.edu
berzonskym@snycorva.cortland.edu
Michael
J. Chandler,
The University
Centre Jean Phinney, Department of Psychology
The University of
British Columbia
California State University
at Los Angeles
chandler@interchange.ubc.ca
jphinne@calstatela.edu
This
panel will present ideas about how the psychosocial developmental theory
of Erik Erikson and the cognitive developmental scheme of William G. Perry
might be synthesized. Points of commonality and contrast will be presented
in an attempt to encourage conversation about how these two approaches to
young adult development can be used to improve educational environments and
enrich our understanding of youth. [Theory]
3. Assignment Design and Critical Thinking: Applying the
Perry Scheme to First-Year Writing Classes
THURSDAY, 4-5:30
p.m.
Arlene
Wilner Professor of English
Rider
University
wilner@rider.edu
Katharine Hoff Professor of English, Director of WAC
Rider University hoff@rider.edu
What's so good about
ill-structured problems? This session will present qualitative data suggesting
how applying the
4. Intellectual Development and Professional Ethics: Out
of the Classroom and Into the Field
THURSDAY, 4-5:30
p.m.
Ann
Fleck-Henderson, Professor, School of Social Work
Simmons
College afleck@simmons.edu
A study
of beginning and experienced social workers' responses to complex clinical/ethical
situations provides the data for this session. Discussion
will address:
1)
the roles of epistemological assumptions and/or domain specific experience
in the complexity of responses; 2) the relation of complex thinking and principled
moral reasoning (as measured by the DIT); and 3) what is lost/retained in
using the Perry scheme outside of a higher education context. [Theory]
5. Fostering Intellectual Development and Ethical Maturation
with Systematic Scaffolding
THURSDAY, 4-5:30
p.m.
Craig
E. Nelson
Professor, Biology
Indiana
University nelson1@indiana.edu
Questions
like, 'What alternatives need to be compared and on what criteria?' and 'What
personal stand will I take, and why?' are at the heart of intellectual development.
Through brief presentations of examples interspersed with discussion, this
session will explore a variety of strategies aimed at helping teach our students
how to ask such questions. Participants will leave with a deeper understanding
of current practices and some alternative approaches. [Teaching/Learning]
6.
Charting Cognitive and Moral Development in Diversity Classes
THURSDAY, 4-5:30
p.m.
Maurianne Adams Professor, Education
University of Massachusetts,
Amherst adams@educ.umass.edu
This session examines
cognitive developmental change among college students enrolled in a required
social diversity course that draws upon cognitive developmental theory to
balance conceptual and pedagogical challenges and support. It suggests some
of the key lessons my colleagues and I have taken from this course-based
cognitive developmental research, undertaken in an undergraduate diversity
class in which the subject matter focuses on diversity and social justice,
and the students are themselves socially and culturally diverse. It is a course in which we pay as much attention
to how we teach, as we do to what and to whom we teach. [Diversity/Student
Support]
7.
a) When is the Perry Scheme Valid? b) Using Generalizability Theory: Is it
Right for Perry?
FRIDAY, 9-10:30
a.m.
John
C. Wise Director, Engineering Instructional
Services
Penn
State University
jwise@engr.psu.edu
Sangha
Lee
Penn
State University
sx1290@psu.edu
a)
This session will be a group discussion of current uses of the Perry scheme
and the need to establish validity of use as part of the overall evidence
for construct validity, as suggested by the work of Samuel Messick.
b)
While many researchers report reliability scores, traditional measures of
reliability may be inappropriate for measures of the Perry scheme. This session
will introduce the basics of Generalizability Theory, an approach to determining
and reporting on the quality of "scores" that can improve the reporting of
Perry positions for both researchers and practitioners. [Assessment]
8.
The Cognitive Development of Adult Undergraduate Students
FRIDAY, 9-10:30
a.m.
Jane
Fishback Assistant Professor
Kansas
State University
jfishbac@ksu.edu
This
session will present the results of a research study conducted at two Midwestern
research universities with junior and senior adult undergraduate students,
using both quantitative and qualitative measures of intellectual development.
The findings of this study mirror general research findings in the field
of adult education, and suggest important implications for those who work
with adult undergraduate students. [Teaching/Learning]
9.
Exploring Connections among Perry-Inspired Theories of College Student Development
FRIDAY, 9-10:30
a.m.
Glen
Rogers Senior Research Associate,
Office of Educational Research & Evaluation
Alverno
College
glen.rogers@alverno.edu
Marcia
Mentkowski (tentative)
Alverno
College
marcia.mentkowski@alverno.edu
This
session calls on us to think about what we know (and don't know) about the
relationship among a number of significant Perry-inspired theories. Stability
and change in interacting domains of growth across ten years in the Alverno
Longitudinal Study reflect how developing commitments and engagement of diversity
foster integration of self. Theory, research, and the faculty's cross-disciplinary
reflection in practice mutually inform teaching for an integration of liberal
learning and professional education. [Theory]
10. 'Studying in College': A Workshop to Help First-Year
College Students Assess Their Learning Strategies
FRIDAY 9-10:30 a.m.
M. Suzanne Renna,
Ed.D. Associate Director, Bureau
of Study Counsel
Harvard University renna@fas.harvard.edu
For over 40 years
Harvard University's Bureau of Study Counsel administered a reading test--required
of all entering first-year students--based on Bill Perry's emerging ideas
about intellectual development. This session will describe the evolution
of "The Reading Test" into "Studying In College: A Workshop to Help You Assess
Your Learning Strategies." We will conduct a
brief tour of the workshop, and share a medley of student comments reflecting
a range of Perry positions as a way of discussing how we might recognize
our students' efforts and address their concerns. [Diversity/ Student
Support]
11.
Undergraduates' Conceptions of Knowledge and Truth in Various Academic Domains
FRIDAY, 9-10:30
a.m.
Blythe
Clinchy
Professor of Psychology, Emerita
Wellesley
College bclinchy@wellesley.edu
Annick
Mansfield
Wellesley
College amansfield@wellesley.edu
As
Perry implied, epistemological assumptions are domain-specific: that is,
a student who considers all interpretations of a poem equally valid may see
science as a storehouse of undeniable facts. This session will discuss two
qualitative studies designed to explore this issue: 1) a longitudinal investigation
of 32 women, and 2) an interview study of 12 college seniors nominated by
their major advisers as especially complex thinkers. In addition to discussing
the results, participants will have the opportunity to experience the interviewing
and coding process used in these studies. [Assessment]
12.
Knowing, Learning and Reasoning in the State Courts: Continuing Professional
Education and Cognitive Development
FRIDAY 11 a.m.-Noon
Patricia
H. Murrell
Center
for the Study of Higher Education, The University of Memphis
pmurrell@memphis.edu
As courts move from adversarial litigation to therapeutic jurisprudence and problem-solving courts, judges must move from simplistic to more sophisticated ways of thinking. Funded by the State
Justice Institute,
the Leadership Institute in Judicial Education in the Center for the Study
of Higher Education at The University of Memphis utilizes a curriculum that
includes Perry's work on Intellectual and Ethical Development as well as Kegan's
work on constructivism. Participants in this session will explore ways in
which judicial branch education can contribute to increased complexity of
cognitive
functioning on the
part of judges. [Teaching/Learning]
13.
Proficient Reader Characteristics: Relationships among Text-Dependent and
Higher-Order Literacy Variables with Reference to Intellectual Development
Assessment
FRIDAY 11 a.m.-Noon
Matt
Thomas
Central
Missouri State University
mthomas@cmsu1.cmsu.edu
Anthony
Manzo
California
State University, Fullerton
tmanzo@fullerton.edu
Ula
Manzo
California
State University, Fullerton
Umanzo@fullerton.edu
This session will present findings from a research
study examining the relationship between literacy development and the Perry
scheme of intellectual development. Data were
collected with instruments measuring five variables: basic reading ability;
higher-order reading; categorization within recently identified "proficient
reader subtypes"; and ideals traditionally associated with reading maturity
and intellectual maturity. Important relationships (determined by Cohen's
effect size criteria) were found among the variables, providing fresh empirical
and analytical support and insight into the constructs represented. [Assessment]
14.
The Impact of Counselor Epistemology on Clinical Competence: Comparing Relativists'
and Dualists' Counseling Interviews
FRIDAY 11 a.m.-Noon
Garrett
McAuliffe Counseling program
Old
Dominion University gmcaulif@odu.edu
How much do counseling student
characteristics, especially their cognitive development, play into their ability to learn
helping skills? This session will consist of
a description and discussion of current qualitative research on the relationship between counselors'
personal epistemologies and their in-session
interview behavior. Participants will be actively engaged in a puzzling the implications of these
trends for the selection and training of candidates
for counselor education.
[Teaching/Learning]
15.
A Computerized Approach to Helping Mathematics Teachers Practice Skills that
Encourage Student Intellectual Development
FRIDAY 11 a.m.-Noon
Larry
Copes
Director
Institute
for Studies in Education & Mathematics
copes@visi.com
Joan Lewis Senior Mathematics Editor
Key Curriculum Press
joan@sislands.com
This
session will describe and demonstrate a computer program that allows math
teachers to simulate teaching/learning approaches designed to help promote
students' intellectual development. [Teaching/Learning]
16.
Using the Perry Scheme for Construct Validity
FRIDAY 11 a.m.-Noon
Jean
Ker
Clinical Lecturer in Medical Education
University
of Dundee
j.s.ker@dundee.ac.uk
This
session describes the use of the Perry scheme in establishing the construct
validity of an instrument that has been developed to assess reflective ability
in final year medical students. Administered in the context of a summative
portfolio assessment process, the instrument addresses self-reflection as
one key component of professionalism in medicine. [Theory]
17.
Applying the Perry Scheme in a Course Revision
FRIDAY 11 a.m.-Noon
Dolores
M. Zygmont Assistant Professor, Department of Nursing
Temple
University dzygmont@nimbus.temple.edu
This
session describes the transition from a teacher-centered course to a student-centered
course, using the Perry scheme as a theoretical framework, in the context
of a nursing program. In addition to describing how Knefelkamp's and Widick's
'developmental instruction' variables were addressed in making this transition,
data will be presented exploring the students' responses to this evolution.
[Teaching/Learning]
18.
Laying the Foundation: Knowing and Deciding among First-Year Medical Students
FRIDAY, 1-2:30 p.m.
Allen Scarboro, Daniel Eyrich
Department of Sociology
Augusta State University soccas@aug.edu
Michelle Hills
Augusta State University
Donald Misch
Medical College of Georgia
This
session describes the goals and preliminary findings of a longitudinal project
(begun in fall, 2001) investigating the development of approaches to knowing
and deciding among the members of an entering class of medical students.
Drawing on the work of Piaget, Dewey, Kohlberg, Perry, Kegan, Women's Ways
of Knowing, and Baxter Magolda, the project addresses three intertwined themes
around knowing, deciding, and acting. [Theory]
19.
Two Rubrics for Assessing Thinking Skills in the Perry Scheme Tradition
FRIDAY, 1-2:30 p.m.
Cindy
Lynch Developmental Psychologist
WolcottLynch
Associates clynch@wolcottlynch.com
Susan
Wolcott
WolcottLynch
Associates swolcott@wolcottlynch.com
This session introduces two rubrics that can be used
to assess complex thinking and problem solving skills in educational and professional
settings, and participants will practice using the rubrics. These rubrics--grounded in two empirically validated
models from developmental psychology: Fischer's
dynamic skill theory and King and Kitchener's reflective judgment model--can
be used to reliably assess many types of student performances, including
essay assignments, cases, journal reflection, and course-related projects
that address any open-ended or ill-defined problem.
Participants will gain a variety of classroom assessment ideas that
can be adapted for any discipline or profession and provide a common basis
for assessment across departments, institutions, and professions. By assessing
the level of complexity in their students' thinking using these rubrics,
educators gain insights about how to design sequences of activities that
more effectively support student development. Thus,
assessment data can be tied explicitly to subsequent curriculum efforts.
[Assessment]
[SPECIAL
NOTE: Tragically, Cindy Lynch died in an automobile accident not long after
the conference. Susan Wolcott is continuing the important work that she and
Cindy had been pursuing and that they discussed in this session.]
20.
Translating Robert Kegan
FRIDAY, 1-2:30 p.m.
Madeleine
Van Hecke
North
Central College
mlvanhecke@aol.com
Robert KeganÕs
work makes a compelling distinction between learning experiences that merely
"inform" us and the more powerful experiences that "transform" us. But Kegan's theory explaining what this transformation
involves is complex and his writing is sometimes dense. In this session,
I'll present a simpler structure and set of images that I use to "teach Kegan"
and make his insights more accessible to the graduate students in my critical
thinking courses. [Theory]
21.
Developing Epistemology in Differing Disciplinary Contexts
FRIDAY, 1-2:30 p.m.
Betsy
Palmer Assistant Professor, Adult and Higher Education
Montana
State University bpalmer@montana.edu
Rose
Marra
University
of Missouri--Columbia rmarra@missouri.edu
This
interactive session investigates the question of whether students may develop
different epistemological positions for different knowledge domains at the
same time. Using data from student interviews, we will discuss an emerging
theoretical framework for the development of epistemology across disciplinary
areas. Participants will help refine the preliminary work
and discuss implications for educational practice. [Theory]
22.
What Happens When We Consider Perry's Work Apart from its Implications for
the Direct Promotion of Development?
FRIDAY, 1-2:30 p.m.
Ariel
Phillips, Bureau of Study Counsel
Harvard
University aiphill@fas.harvard.edu
aphil@tiac.net
Diane
Weinstein
Harvard
University daw@wjh.harvard.edu
In
our work at the Bureau of Study Counsel, founded by Bill Perry, we sense
that his legacy has greatly influenced the choices we make in our conversations
with students. In particular, we often find ourselves thinking about how
we might honor their struggles and the integrity of the positions they inhabit
rather than about how we can foster change in their developmental positions.
This session will offer examples and promote discussion about those times
when our focus is not strictly on promoting development.
[Theory]
23.
Teaching for Cognitive Development by Teaching for Deliberative Democracy
FRIDAY, 1-2:30 p.m.
James
T. Knauer
Professor of Political Science
Lock
Haven University of Pennsylvania
jknauer@lhup.edu
www.lhup.edu/~jknauer
www.teachingdemocracy.org
This session will introduce National Issues Forum
books and methods, describe various classroom uses of deliberative discourse,
and explore the relationship between intellectual development and practicing
the skills of deliberative democracy. Instructional methods considered will
include using published NIF books for classroom forums, constructing a choice
framework for an entire course to foster deliberative inquiry, and supplementing
the classroom with online deliberation. [Teaching/Learning]
24.
Ghanaian Interpretations of Elements of the Perry Scheme
FRIDAY 4-5 p.m.
Nancy
Todd
Professor of Education
Eastern
Washington University
nancy.todd@mail.ewu.edu
This
session explores the feasibility and limitations of using forced-choice assessment
measures in cross-cultural contexts, based on a study of graduate and undergraduate
students from the U.S. and Ghana. The discussion will focus on the influence
of cultural context in interpretations of items addressing preferences in
learning environments, and raise questions about the validity of using such
tools in cross-cultural contexts. [Diversity/Student
Support]
25. Epistemological
Development: An Implicit Entailment of Constructivist Learning Environments
FRIDAY 4-5 p.m.
Rose M. Marra Assistant Professor, School of Information
Science & Learning Technologies
University of Missouri-Columbia rmarra@missouri.edu
David Jonassen
University of Missouri-Columbia jonassen@missouri.edu
Betsy Palmer
Montana State University bpalmer@montana.edu
How are epistemic beliefs and constructivist learning
environments (CLEs) related? This session will discuss the two-way relationship
between Perry positions and teaching/learning in CLEs. Via presentation and
discussion, we'll analyze the epistemic demands of CLEs and provide examples
of instructional interventions that can influence students' epistemic beliefs
and learning in this context. [Teaching/Learning]
26.
Using the Perry Scheme in the Assessment of Learning Communities: A Matched Design
FRIDAY 4-5 p.m.
Mimi
Barnard Director of Learning Communities
Abilene
Christian University barnardm@acu.edu
Learning
communities (LCs) are a growing national movement within higher education,
and increasingly questions are being raised about the influence on studentsÕ
learning--and especially complexity of thinking--of such curricular restructuring
efforts. This session shares the results of a research study examining the
intellectual development and writing skills of two matched groups of students,
one enrolled within an LC structure, one in the same courses but no LC framework.
[Assessment]
27.
What Fosters Intellectual Development? Exploring the Interconnectedness of
Critical Thinking, Accountability & the Perry Scheme
FRIDAY 4-5 p.m.
Kathy
Peterson
Professor, Psychology Department
Grand
View College kpeterson@gvc.edu mackp@pcpartner.net
This
session will share the results of a study which examined the relationships
among studentsÕ intellectual development, studentsÕ critical
thinking dispositions, and the application of accountability theory in a
seminar course. The goal is to foster discussion relative to factors which
can be identified as promoting intellectual growth over time. [Teaching/Learning]
28.
A Rawlsian Defense of the Perry Scheme as Normative
FRIDAY 4-5 p.m.
Robert
M. Baird Professor
& Chair, Department of Philosophy
Baylor
University robert_baird@baylor.edu
The starting point
of this presentation is my own epistemological pilgrimage which began forty-five
years ago when I was a college sophomore. That
journey was stimulated by a combination of writers, including John Stuart
Mill, Fyodor Dostoevsky, and Charles Sanders Peirce.
The "upshot" of that journey was a strong commitment to epistemological
fallibilism, a philosophical position I later discovered mirrored in the psychological
studies of William Perry. In his presentations
Perry professed to be descriptive rather than normative in his work, though
his book certainly implies a normative stance. It seems clear to me that
Perry was committed to normative as well as descriptive conclusions, and
this paper defends the normative position of Perry by appealing to John Rawls'
notion of the "burdens of judgment." [Theory]
29.
The Influence of Pre-service Teachers' Epistemological Beliefs on Their Learning
and Understanding of Teaching
FRIDAY 4-5 p.m.
Catherine
King
Associate Professor, Psychology
Elon
University
kingcath@elon.edu
Rebecca
Mattern
University
of Delaware
rmatt224@aol.com
How
do education courses influence pres-service teachers' understanding of teaching
and learning processes? What explicit and implicit epistemological perspectives
are embedded in teacher education courses? How can we change the nature of
teacher preparation to better prepare future teachers? To explore some preliminary
responses to these questions, this session presents results from and discusses
the implications of a qualitative study of pre-service teachers enrolled
in a semester-long Educational Psychology class. [Teaching/Learning]
30.
Measuring Intellectual Development Across the Lifespan
SATURDAY 9-10:30
a.m.
Theo
Linda Dawson Graduate School of Education
University
of California, Berkeley theod@uclink4.berkeley.edu
This session provides
an introduction to research evidence suggesting that developmental schemes
have an underlying structure--hierarchical complexity--that is universal,
and provides an demonstration of how the hierarchical
complexity construct has been employed in a powerful
approach to computerized developmental assessment. [Assessment]
31.
The Development of an Ethics Curriculum Utilizing Learner-Centered Pedagogy
SATURDAY 9-10:30
a.m.
Alice
Fornari Faculty Coordinator for Curriculum
Development and Outcomes Assessment
Suffolk
County Community College
afornari@aol.com fornara@sunysuffolk.edu
This
hands-on workshop is designed to engage participants in curriculum design
from a developmental framework. Using ethics education as the disciplinary
example, the workshop will address issues of challenge and support in designing
a student-centered curriculum. By the end of the workshop participants will
be able to identify the components of a curriculumÑstudent characteristics
as learners, learning outcomes and teaching approaches, including assessment/evaluationÑand
be ready to take the next step of applying this process to their own course
content.
[Teaching/Learning]
32.
Helping Students Who Resist Climbing the Perry Scheme "Ladder"
SATURDAY 9-10:30
a.m.
Vivian
Rosenberg Professor
of Humanities
Drexel
University rosenbvs@mail.drexel.edu
How can teachers and
counselors respond to the discomfort and even anguish some students experience
as they begin to question personal beliefs and cultural assumptions? In this
interactive session, we will share our most poignant experiences with students
who resist the challenge of intellectual development; we will also consider
appropriate strategies to encourage students to enter the landscape of uncertainty.
Participants will receive a copy of my favorite teaching tool: a student's stunning cartoon depicting his own amazing
journey toward greater tolerance of ambiguity and multiple perspectives. [Teaching/Learning]
33.
Research with an Intelligent Computer System for Measuring Intellectual Development
SATURDAY 9-10:30
a.m.
Michael
J. Pavelich Professor of Chemistry
Colorado
School of Mines mpavelic@mines.edu
Ronald
L. Miller
Professor of Chemical Engineering
Colorado
School of Mines rmiller@mines.edu
Barbara
M. Olds Professor
of Liberal Arts
Colorado
School of Mines bolds@mines.edu
We
have developed and are testing an interactive computer program designed to
measure students' level of intellectual development (based on both the Perry
scheme and Reflective Judgment). This session will describe the design of
and research to date on this tool, and discuss the value of paper-and-pencil
type assessment instruments as well as the added benefits to--and drawbacks
with--a computerized version of such tools.
[Assessment]
34.
Steps for Better Thinking: Developmental Structures for Optimizing Performance
SATURDAY, 9-10:30 a.m.
Cindy
Lynch Developmental Psychologist
WolcottLynch
Associates clynch@wolcottlynch.com
Susan
Wolcott
WolcottLynch
Associates swolcott@wolcottlynch.com
This
session will describe a developmentally based curriculum framework for promoting
more complex thinking and problem solving skills. The
work is grounded in two empirically validated models from developmental psychology: Fischer's skill theory and King and Kitchener's reflective
judgment model. Participants will use a developmental series of task prompts
as they practice designing coursework or other student tasks to encourage
thinking development. Educators and researchers
interested in professional preparation, critical thinking and reflection
skills, problem based and inquiry models of learning, decision making and
judgment, and learning to learn will find the practical tools introduced
in this session both thought provoking and helpful. [Teaching/Learning]
35.
Exploring Relationships between Intellectual Development and Cultural Awareness
as a Function of Intercultural Experiential Learning
SATURDAY, 9-10:30
a.m.
Peggy
Fitch
Associate Professor of Psychology
Central
College
fitchp@central.edu
This
interactive session will present college student data on a battery of instruments,
including a Perry scheme measure, and will then explore relationships between
intellectual development and cultural awareness as a function of intercultural
experiential learning opportunities, especially service learning. The goal
is to generate a preliminary analysis of what we know and clarify directions
for future research. [Teaching/Learning]
36.
Professional Development for Middle School Teachers: Responding to NCTM Standards
SATURDAY 11-Noon
Lucy
Carpenter Snead Associate Professor, Math Department
Columbia
College lsnead@colacoll.edu
This
session describes a series of four graduate courses designed to help middle
school teachers without math certification strengthen their NCTM-Standards-based
teaching methods, and presents evaluation data related to intellectual development
and changes in attitudes toward the Standards. [Teaching/Learning]
37.
Validating an Online Objective Perry Instrument
SATURDAY 11--Noon
John
C. Wise Director, Engineering Instructional
Services
Penn
State University
jwise@engr.psu.edu
Sangha
Lee
Penn
State University
sx1290@psu.edu
Following
our 4-year longitudinal study using interview data, the Penn State College
of Engineering continues to work with the use of data as a measure of the
effectiveness of curricular reforms. This session reports on research involving
a new online measure of intellectual development, the Zhang Cognitive Development
Inventory (ZCDI).
[Assessment]
38.
Organizing Collaborative Learning Groups by Perry Position: Powerful Learning
or Maintaining the Intellectual Status Quo?
SATURDAY 11--Noon
Christopher
Lovell
Department of Educational Leadership and Counseling
Old
Dominion University clovell@odu.edu
This
session will present research descriptive of graduate students' reactions
to participation in semester-long collaborative learning groups aggregated
both homogenously and heterogeneously according to Perry position. Quantitative
outcomes and qualitative comments will provide a basis for session participants
to discuss the merits/deficits of shared epistemology for the learning of
collaborative groups. [Teaching/Learning]
39.
Adapting the Measure of Intellectual Development Writing Prompt to Measure
Learning Outcomes
SATURDAY 11--Noon
Teresa
Flateby
Director of Evaluation and Testing
University
of South Florida tflateby@admin.usf.edu
Janna
Jones
University
of South Florida jjones1@chuma1.cas.usf.edu
We
are using the MID at the University of South Florida to assess intellectual
development in our students from entry to completion of specific programs
(learning communities), service learning courses, and university liberal
arts exit courses. In this session, we will explain how we are using the
MID to meet institutional needs in assessing multiple facets of learning
outcomes as part of a comprehensive student outcomes assessment effort. [Assessment]
40.
Developing Adult Learners: Deep Approaches to Powerful Learning
FRIDAY 9-10:30 a.m.
Kathleen
Taylor
Professor and Chair
Saint
Mary's College of California
ktaylor@stmarys-ca.edu
This
workshop offers a conceptual and theoretical framework of intentions and
choices that guide educators who teach with development in mind, based on
a variety of models including the work of Bill Perry, Robert Kegan, Jack
Mezirow, and David Kolb. Participants will be introduced to a scheme of "developmental
intentions" that may be used to frame learning experiences in their own teaching
and learning environments. [Teaching/Learning]
41.
Connecting Intellectual, Ethical and Spiritual Growth: Two Models at One Liberal
Arts College
SATURDAY 11--Noon
Roderic
L. Owen Professor,
Philosophy/Religion Department
Mary
Baldwin College
rowen@mbc.edu
How
does one balance conscious, planned efforts to help students connect and
integrate new knowledge with spiritual, intellectual and ethical growth?
This session explores two strikingly different programmatic responses to
this question, both firmly connected to the mission of liberal education
but with distinctive identities and goals, reviewing their theoretical foundations
and discussing their broader implications.
[Teaching/Learning]
42.
The Intellectual Development of Undergraduate Students in an Instructional
Interactive TV (IITV) Environment: Implications for Teaching
SATURDAY 11--Noon
Arnie
Hilgert Associate Professor of Business
and Higher Education
Northern
Arizona University, Yuma
Arnie.hilgert@nau.edu
Issues of intellectual development
are particularly important for IITV learners because of the non-traditional
setting of the learning and because the backgrounds and experiences of IITV
students tend to be more diverse than traditional college students. This diverse mix increases the complexity of the
faculty memberÕs job to mediate and support learning in an IITV environment.
This session focuses on a comparative study examining the intellectual
development of learners on IITV in two disciplines, business and humanities
courses, and then explores the implications of the research in terms of the
demands on faculty for mediation of stimuli, support of learners' cognitive
disequilibria and accommodation in the IITV environment. [Teaching/Learning]