CDPI Spring 2017 Pre-Conference Workshop, May 18, 2017

Join us at: Ivy Tech Terre Haute

Address: 8000 S. Education Drive Terre Haute, IN 47802

Date & Time: Thursday, May 18, 2017 1p.m. EST

Dr. Mark Frederick is a faculty member in the Department of Educational Leadership at Indiana State University where his academic focus is in teaching communication, leadership, research methods, and providing comprehensive support to students in the development of their doctoral dissertations in the fields of K-12 Administration and Student Affairs in Higher Education. He has been interested in assessment instrument design throughout his professional career, beginning with the creation of The College Student Self-Efficacy Assessment and The College Transfer Student Self-Efficacy Instrument which was the center point of his doctoral dissertation. He is a former military officer, college counselor,  career counselor, and managed his own private practice as a licensed psychologist. He is a co-developer of the University Learning Outcomes Assessment (UniLOA) and along with Drs. Will Barratt and Pietro Sasso, is a primary developer of the Dynamic Student Development Metatheodel.  

This highly interactive pre-conference workshop will address two major areas, including:

1. A Portrait of Today’s College Student. Informed by the University Learning Outcomes Assessment (UniLOA), a nationally normed instrument that measures college student growth, learning, and development (GLD) along seven critical domains (which has been completed by over ½ million students nationwide), a portrait of today’s typical college student will be presented. The portrait reveals strengths and weaknesses in overall student GLD as a result of the prevailing higher education teaching and learning paradigm.
   
2. A New Vision for Teaching and Learning. The current higher education teaching and learning paradigm “works” for around 50% of college students nationwide, if graduation alone is the single marker for collegiate success. When considering the possibility that graduation alone is an insufficient indicator of college success, the effectiveness of the current paradigm is far less than 50%. This portion of the workshop will attend to the Dynamic Student Development Metatheodel (DSDM) (Frederick, Sasso & Barratt, 2015) as a system that can change the prevailing paradigm by focusing on students’ affective domain, the effective management of academic and co-curricular experiences and relationships, and a more effective operationalization of the student success construct; all of which requires intentional, well-designed, and highly effective collaboration across the entire campus community and environment.