OBE Experts

Dr. Spady’s experience and expertise in Outcome Based Education is unmatched globally. Known internationally as “The Father of OBE”, he has earned the reputation as the recognized world-wide authority on future-focused, paradigm-shifting, personally-empowering approaches to Transformational OBE. For over four decades he has spearheaded major OBE initiatives throughout North America, South Africa, Australia, the Philippines, Saudi Arabia, and the United Arab Emirates on expanding the vision, shifting the paradigm, and improving the performance of learners, educators and educational systems. This work has bolstered his recognized expertise in organizational change, transformational leadership development, strategic organizational design, and elevated models of learning and living.

Alan Rowe is a transformational learning leader immersed in 50+ years of service to K-12/higher education students, faculty, and communities throughout the U.S.  Embodying a deep commitment to lifelong learner-centered, self-growth practices, he is an OBE pioneer who embraces a holistic, life-affirming and empowering mindset that “every person can” learn, unlearn, and up-learn the necessary knowledge, skills, and practices to measurably increase their effectiveness.

As a faculty member, school principal, curriculum director, consultant, and as Vice-President-Institutional Effectiveness at Kirkwood Community College (retiring in 2018), he has led broad initiatives to grow a culture of ownership, transparency, action research, and accountability throughout his career.  Additionally, he has direct outcomes-based experiences related to total quality initiatives, Academic Quality Improvement Process accreditation, presence-based leadership coaching, personalized professional development, as well as deployment of modern workplace learning platforms, outcome-competency assessment models, life role curriculum designs, performance-based credentialing practices (certificates, diplomas, degrees), designing regional career learning centers, and academic recovery programs.

Mr. Rowe holds degrees from Coe College, University of Nebraska-Omaha, as well as certificates in clinical supervision and change from University of California-Los Angeles.  He has been a member of the National Board of Directors of the American Lung Association for the past six years. He is a two-time recipient of the Opal Fagle Award as Iowa’s Volunteer of the Year.

Dr John Burl Artis is a veteran educator. Over the span of over fifty years, he has served admirably as a high school teacher, high school principal, assistant superintendent, and superintendent of schools. Throughout his educational career he has also served as an educational researcher, educational consultant, college professor, and adjunct university professor. His higher educational experience includes work with curriculum, assessment, strategic planning, and educational leadership preparation. Currently, Dr. Artis serves as an adjunct professor for educational leadership and curriculum and instruction at the University of Michigan Dearborn campus in Dearborn, Michigan, USA.

Dr John Artis is a prolific writer, motivational speaker, and supportive educational consultant. He has worked with well over one hundred schools and school districts serving as a consultant for school improvement, renewal, strategic planning, and leadership design for transforming the work of the school or district. His most recent work is focusing on the questions of equity and educational achievement. His newest work is entitled Reflections of an Educator: Searching for Truth in an Untrustworthy World.

Wajid Hussain is a US scientist and world expert on authentic OBE, QA processes, outcomes assessment and program evaluation for accreditation using digital technology and software. He joined the academic field coming from an intensive Silicon Valley engineering background and more than 20 years’ industry experience of mass production expertise of a Billion Dollar Microprocessor Manufacture Life Cycle. Over the many years Wajid has managed several projects related to streamlining operations with utilization of state of the art technology and digital systems giving him significant experience working with ISO standard quality systems. He has received specialized Quality Leadership Training at LSI Corporation and also received an award LSI Corporation Worldwide Operations Review 1999 for his significant contributions to the Quality Improvement Systems. He was the lead product engineer supporting the Portal Player processor for Apple’s IPOD plus many other world famous products at LSI Corporation.

In academics, Wajid has extensive experience supporting and managing outcomes assessment and CQI processes to fulfill regional and ABET accreditation requirements for several EAC, CAC and ETAC programs. Wajid has developed several revolutionary outcomes assessment instruments and models based on John K. Etsell’s FCAR and the first on the planet to classify specific PIs as per all 3 domains and learning levels of Bloom’s taxonomy and implement world class best assessment practices to support digital technology, automation, streamlining and CQI. He led the first ‘tuning’ efforts in the Middle East at the Faculty of Engineering, Islamic University by developing a complex database of thousands of outcomes and performance indicators with hundreds of rubrics for the Electrical, Mechanical and Civil Engineering disciplines. A comprehensive automated ISO standards Quality Systems CQI model for program evaluation with precision assessment instruments for capstone design, team work, lifelong learning, ethics etc. was developed and implemented. The Faculty of Engineering, Capstone Committee worked several hundreds of hours with Wajid to produce a revolutionary Capstone Design Course Assessment Instrument. Wajid recently presented this Capstone Design Activity Assessment model at the ASEE International conference 2018 at Salt Lake City, Utah. Wajid also worked closely with Dr. Mak Fong, Director Makteam Inc. to implement ground breaking academic advising systems based on outcomes using digital technology.

Wajid is currently reviewer for several international conferences on topics related to education & research methods, outcomes assessment, quality and accreditation. Wajid has presented multiple world class research papers on outcomes assessment and automation at the ASEE, FIE and other international conferences. The National Institute of Learning Outcomes Assessment (NILOA) has published Wajid’s work at the Faculty of Engineering at the Islamic University as an international example of best outcomes assessment practices. Wajid Hussain and William Spady, internationally regarded as the ‘Father of OBE’, have recently co-authored a book titled ‘Beyond Outcomes Accreditation’. Wajid has been invited keynote/panel speaker or presenter in several international OBE conferences. He has presented at the ICA 2015, MTN 2016, OBE ICON 2016, FIE 2016, ASEE 2016, ASEE 2017, ICTIEE 2017, ABET Symposium 2017, IICEDubai 2018, QS ASIA 2018, ASEE 2018, EDUTECH 2018, APAC STEM 2018, ICEE 2018, QS ASIA 2019, EDUTECH 2019, QS ASIA 2020, OBE ICON 2020, TALE 2020.

In 2019, he was opening speaker at the QS ASIA 2019, Shaikh Zayed University, Dubai in Track 2 on Learning & Teaching with topic titled Integrating Learning Outcomes into Undergraduate Curriculum for Fostering Research Skills. In Asia’s largest education conference, EDUTECH 2019, Singapore with 7000+ participants, Wajid was an Expert Panelist on Learning Outcomes assessment for Program Evaluation, Round Table Moderator on Digitizing Learning Outcomes for Higher Education Institutions and Meet the Mentor for delegations of International Education Ministry and QA agency representatives.

In 2020, Wajid was speaker at the QS ASIA VIRTUAL 2020, Singapore in Topic 3: Preparing the region to become an economic power over the coming decade with session titled Gaining Essential Technical and Transversal Skills for Jobs in the Digital Age During COVID19 and Beyond. In Asia’s largest education conference, EDUTECH 2020, Singapore with 7000+ participants, Wajid was an Expert Panelist on Future of Digital Assessments – Challenges and Opportunities and Town Hall Speaker on Best Practices for Engaging Students with Blended Learning Models and Meet the Mentor for delegations of International Education Ministry and QA agency representatives. He is also scheduled as an invited workshop presenter titled Specific and Generic Performance Indicators to Measure Learning Outcomes at TALE 2020 an IEEE Education Society Virtual Conference, Japan. Wajid is also one of the key organizers of the International OBE Virtual Summit 2021 April 24-26 2021 featuring 20 world famous OBE experts, 25 best proposals speakers in 5 themes.

Wajid also conducted a series of terrific workshops on Implementing Learning Outcomes for 20 programs at the University of Business and Technology, Jeddah. He made a national presentation on assessment at QIYAS, Aug 2017. Regionally, William Spady and Wajid were also recognized as international OBE experts in 2017 by Dr. Faisal Al Mishary, CEO National Assessment Center (NAC) QIYAS, Riyadh. Wajid conducted multiple massively participated workshops attended by several hundreds of faculty members such as the ones in 2020, 2019, 2018, 2017 and 2016 for the University of Business and Technology, Prince Muqrin, King Faisal, King Fahd and Islamic Universities.

Wajid is a senior member of the IEEE, IEEE Education Society, Association for the Assessment of Learning in Higher Education (AALHE), leading member of the Advisory Board for the International Network of OBE Experts worldwide (IN4OBE) and member of the American Society of Engineers for Education (ASEE). He is alumni of LSI, Texas A&M and Osmania Universities.

Professor Ronald Harden graduated from medical school in Glasgow, UK.  He completed training and practised as an endocrinologist before moving to full time medical education.  He is Professor of Medical Education (Emeritus) University of Dundee, Editor of Medical Teacher & General Secretary and Treasurer of the Association for Medical Education in Europe (AMEE).  Professor Harden was formerly Teaching Dean & Director of the Centre for Medical Education at the University of Dundee. 

He is committed to promoting excellence in medical education through the development of new approaches to curriculum planning, assessment and to teaching and learning.  Ideas which he has pioneered include the Objective Structured Clinical Examination (OSCE) which has been universally adopted as a standard approach to assessment of clinical competence, the spiral curriculum and the SPICES model for curriculum planning and models for outcome-based education.  He has published more than 400 papers in leading journals.  He is co-editor of A Practical Guide for Medical Teachers and the Routledge International Handbook of Medical Education and co-author of Essential Skills for a Medical Teacher, The Definitive Guide to the OSCE and Eight Roles of the Medical Teacher.

His contributions to excellence in medical education have attracted numerous awards including the Karolinska Institutet Prize for Research in Medical Education, which has been equated to the Nobel Prize for medical education.  He was awarded by the Queen the OBE for his services to medical education. He was awarded the Gusi Peace Prize for services to medical education at a ceremony in Manila and presented with the honorary degree of Doctor of Laws in Dundee.

Dr. Carriveau earned a Ph.D. in Educational Psychology from the University of Arizona. He is an educational consultant.

Throughout his career he has been a practitioner and advocate for outcome based education and has extensive experience with outcome development, test and survey development, assessment, measurement, and the science of learning. His last positions were outcomes and assessment specialist for the University of North Texas center for learning experimentation, application and research, and assistant director for the University’s Quality Enhancement Plan for accreditation. Dr. Carriveau previously taught in the public-school system, was the director of assessment and evaluation for a large Arizona school district, an associate professor at Northern Arizona University, deputy associate superintendent and state test director at the Arizona state department of education, and test development manager for Harcourt Assessment. He has consulted nationally and internationally, presented at national and international conferences, and given keynote talks. He is a co-author, author, and chapter contributor. The second edition of his book, Connecting The Dots: Developing Student Learning Outcomes and Outcomes-Based Assessments was released in October 2016 by Stylus Publications.

UNIVERSITY TEACHING EXPERIENCE
TAUGHT MORE THAN 60 GRADUATE CLASSES

Educational psychology courses taught
• Introduction to Research
• Introduction to Statistics
• Intermediate Statistics
• Tests and Measurement
• Measurement in Education
• Research and Evaluation Methods
• Assessment and Evaluation in Education
• Research Design and Analysis

Reading courses taught
• Corrective and Remedial Reading
• Directed Experiences in Reading – Practicum/Clinic
• Reading Decoding
• Teaching Reading Skills in the Secondary School
• Reading Methods for the Elementary Teacher
• Teaching Reading in the Elementary School
• Remediating Reading and Learning Disabilities
• Reading Decoding and Practicum
• Teaching Reading in the Secondary School and Community College
• Reading in the Content Areas

PROFESSIONAL HIGHLIGHTS

• Taught public school grades 3-8 for fourteen years, including special education and special reading. Developed two reading tests and a computerized vocabulary test for Cartwright School District, Phoenix, Arizona.
• Worked for five years as the Director of Assessment and Evaluation for Washington School District, a large metropolitan district in Phoenix, Arizona. Developed curricula and a multi-level mathematics assessment to match the Arizona State mathematics standards.
• Owned a small testing company and worked with several districts in Arizona to develop and administer district tests.
• Consulted for the Hopi and Navajo Indian reservations in Arizona on their outcomes assessment program.
• Worked on the Ohio State Academic Standards as a measurement consultant.
• Worked on the Texas State Test for public schools as a measurement consultant.
• One year assessment consulting work for the Behavioral Research group at the University of Oregon. Developed over 2000 test items.
• A member for five years of the Arizona Technical Advisory Committee for the development of the Arizona Instrument to Measure Standards (AIMS).
• Consulted on a regular basis for the Arizona Department of Adult Education and the Early Childhood Literacy Division in the area of outcomes, assessment, and measurement.
• As a program specialist at the Arizona Department of Education Division of Standards and Accountability, trained teachers and administrators across the state in the implementation of the Arizona academic standards. Conducted workshops on grading and reporting in a standards-based system, data driven decision-making, and Arizona’s writing rubric.
• As the Arizona state test director, implemented a program in which Arizona teachers helped develop all of the items for the state’s standards-based assessments, made final content and bias review decisions, conducted the final review of new items and field test items, and served on various special committees such as alignment of test forms to standards.
• As the Deputy Associate Superintendent for Standards and Assessment and State Test Director at the Arizona Department of Education, had the responsibility to develop, review, and update the state’s academic standards, develop the state’s standards-based achievement test (AIMS), and administer the state’s testing programs.
• Chaired Arizona’s National Assessment and Accountability Advisory Committee (NAAAC) and the State Assessment and Accountability Advisory Committee (SAAAC). Responsibilities included working on the state’s NCLB Work Plan.
• Consultant for test item development for the national medical board exam of Denmark. Hired to train faculty of medical school on writing selected response items and conversion of their written response items to selected response item sets to meet new government requirements. Demark had never previously used selected response items for the national boards.
• Selected as a finalist to serve on the National Assessment Governing Board (NAGB), which sets policy for the NAEP, but had to withdraw when accepted a position at Harcourt Assessment.
• As a test development manager at Harcourt, Inc. worked with states with contracts of thirty million dollars and more. Managed schedules for twenty professional workers in several different departments.

PUBLICATIONS AND PRODUCTS

• Carriveau, R.S. (2016). Connecting the dots: Developing student learning outcomes and outcome-based assessments. Sterling, VA: Stylus Publications. [Chapters include creating measurable outcomes, making assessment plans, linking outcomes to assessments, developing high-quality rubrics, measuring critical thinking, calculating outcome attainment, reporting outcome attainment, and making instructional decisions].
• Carriveau, R.S. www.outcomesassessment.tools web site. Online outcome and assessment development tools to accompany Connecting the Dots. Users can develop outcome statements that are automatically coded to a three level outcomes model, use a pre coded work sheet for test item planning, develop an item bank and quizzes in which the item codes are automatically associate with the outcome statement codes, and create and administration a quiz with outcome statement codes in the results. The quiz administration tool is currently in the field testing stage of development.
• Turner, P.M. & Carriveau, R.S. (2010). Next generation course design. New York, NY: Peter Lang Publishing, Inc. [Chapters include elements of course design, how students learn, outcome based assessment and course design, and enabling course redesign].
• Alonzo, A., Basaraba, D., Tindal, G., Carriveau, R.S. (2009). They read, but how well do they understand? An empirical look at the nuances of measuring reading comprehension. Assessment for Effective Intervention, 35(1), 34-44. Hammill Institute on Disabilities. Hosted at http://online.sagepub.com.
• Carriveau, R.S. & Blake, A. (2016). Outcome attainment measures versus grades: A validity issue. Presented at SoTL conference, University of Southern Georgia, Savannah GA 2016. Published in conference proceedings.
• Carriveau, R.S, www.QuickScore.org. Originally published as the Carriveau Individual Profile Reading Assessment (CIPRA) for grades 1-8 (English and Spanish). Over 200,000 students tested. The CIPRA is now all on-line and is called the Quick Score Reading Assessment Program. The assessment is an outcomes based multi-levels program that assesses student competency on eight specific learning outcomes, including higher order thinking, that are consistent across all eight test levels.
• Carriveau, R.S. (2018) Articles written for the University of North Texas Teaching Commons web site that include: Assessment as a teaching tool; Assessment as a learning tool; Best study strategies for students; Assessment to evaluate student learning; When grading, validity matters; The power of formative assessment and feedback; Why test score reliability and validity are important; Using taxonomies to create outcomes and assessments; Why testing knowledge is not just regurgitation; Selected response exams best practices; Cognitive load and test anxiety.

CONFERENCE WORKSHOPS PRESENTED

PARTIAL LIST FROM OVER 50 FROM 2009-2018
• Anatomy of Course Redesign
• Course Redesign Challenges
• Course Redesign Effect on Student Learning
• Critical Thinking and Item Validation
• Evaluation Strategies for Department Chairs
• Goal Attainment, A Group Level Model
• Measuring Critical Thinking with MC Items
• Multidimensional Approach to Quality Assurance
• Outcome Based Assessment & Evaluation, An Overview
• Outcome Attainment vs Grades
• Program Evaluation Strategies
• The Accreditation Connection
• Using Assessment Results to Design Blended Courses
• Using Outcome Attainment Values for Knowledge Management
• Challenging the Coin of the Realm; Outcome Attainment versus Grades
• Writing and Aligning MC test items with SLOs
• You Need a Valid Measure of Student Attainment of Learning Outcomes if you Want to Improve It
• Harnessing the Power of Formative Assessment and Feedback for Instruction, Learning, and Motivation.
• The Power of Formative Assessment, Feedback, and The Science of Learning

UNT FACULTY DEVELOPMENT WORKSHOPS PRESENTED

Over 300 outcomes and assessment faculty workshops presented from 2006-2018.

AWARDS AND GRANTS

• 2009: UNT Provosts Annual Award for Exceptional Professional Service for development of the UNT Student Evaluation of Teaching Effectiveness instrument.
• 2004: Arizona Department of Education award for Innovative and Creative Idea of The Year for the development of a dual-purpose assessment plan for the state testing program, saving the state seven million dollars.
• 2003: Selected as finalist to serve on the National Assessment Governing Board (NAGB) which sets policy for the NAEP.
• 1992: U.S. Office of Substance Abuse Prevention, program evaluation grant of $308,000 to Chapman University Evaluation Team to evaluate total grant of $3,750,000 awarded to Westside Coalition for Substance Abuse Prevention.
• 1990: Nominated for outstanding presentation, Arizona Educational Research Organization
• 1989: Received Outstanding Presentation Award, Arizona Educational Research Organization.
• 1972: State Moot Court winner, University of Arizona Law School.

ADDITIONAL PROFESSIONAL PRESENTATION EXPERIENCE

• Presentations to Arizona State Board of Education
• Meeting with individual State Board members to lobby position.
• Presentations to Arizona State Legislation Education Committee on assessment issues.
• Meetings with individual State legislators.
• Presentations to Arizona Business and Educators Collaborative (ABEC)
• Presentations to executive boards and committees of Arizona educational groups.

OTHER EXPERIENCE

• Small business owner
• CEO for a small corporation
• Awarded three U.S. patents
• Three guitar instruction books published
• Professional guitarist
• Certified PMP (Project Management Professional) International

Dr. Robby A. Petros is an Assistant Professor in the Department of Chemistry at Texas Woman’s University. He earned is PhD from Columbia University and did postdoctoral studies in the NIH-funded Carolina Center of Cancer Nanotechnology Excellence at the University of North Carolina – Chapel Hill. His entry into the OBE movement came as he began applying the same skills used in research to his teaching. His effort focused on methods for collecting data that could drive rational decision making toward improving learning outcomes and student success in his sophomore-level course in Organic Chemistry. This work was the subject of a book chapter published in Innovations in College Science Teaching in 2015. He is collaborating with other investigators at TWU to transform teaching in all undergraduate science courses, which has already garnered more than $3.5 M in support from the National Science Foundation. He has been a Leadership Fellow for both the Science Education for New Civic Engagements and Responsibilities (SENCER) and AACU-Project Kaleidoscope. He was a Distinguished NextGen Senior Faculty Fellow and designated a Global Learning Faculty Fellow for a Transformative Instruction Initiative. His research focus is in field of targeted drug delivery to treat cancer. This work utilizes tools from nanotechnology to more-specifically-target chemotherapeutics to cancerous cells. He has authored or co-authored book chapters, publications in leading scientific journals, and is co-inventor on several patents. Liquidia has licensed some of this patented work and recently reported FDA approval for a dry powder formulation to treat pulmonary arterial hypertension. Their formulation is predicated on the technology described in those patents for synthesizing discrete size- and shape-specific nanoparticles. His research endeavors have received support from the National Institutes of Health, National Science Foundation, Welch Foundation, and Baylor Charles E Sammons Cancer Center.

Dr. Joseph D. Levy, serves as the Executive Director of Assessment and Accreditation at National Louis University in Chicago, IL. Joe earned a BA in English from Baldwin-Wallace College, an MS in Student Affairs in Higher Education from Colorado State University, and his Ed.D. in Higher Education Leadership from National Louis University. Joe is a member of the Student Affairs Assessment Leaders (SAAL) Board of Directors, co-creator and instructor for the Applying and Leading Assessment in Student Affairs open course, and endorsed speaker for the National Institute of Learning Outcomes Assessment (NILOA). Author, presenter, trainer, and consultant, Joe enjoys leveraging his academic and student affairs experience from multiple institutional types to talk assessment, quality assurance, and institutional betterment.

Elias is Curriculum and Programs Director of Australian International School and the Australian Institute for Higher Education, a transnational education provider. He has supervised offshore higher Education Programs, delivered in Manila by the Australian Catholic University (ACU) and Bradford University School of Business and Law. For Basic Education, he oversees curriculum implementation of various K-12 programs accredited by the Philippines Department of Education (DepEd), Western Australian Certificate of Education (WACE), Victorian Certificate of Education (WACE), the International Baccalaureate (IB) Diploma, and the International General Certificate of Secondary Education (IGCSE).

He is a Professorial lecture, Arellano University Graduate School of Education in Manila for over eight years, Adjunct Professor, Philippine School of Business Administration (PSBA), and author and co-author of several textbooks for Higher Education and the SHS and published research works.  He is a dynamic international conferences speaker, presenter, and faculty trainer. He is a member of the International Network for Outcome Based Education Leadership Team, an organization founded and led by Dr. William Spady.  

Dr. Fong Mak is a Professor at the Electrical and Computer Engineering (ECE) of Gannon University. He is also a consultant to GE Transportation in Erie since 1994 and helps build real-time simulators for aid in design and development of control schemes for the GE locomotives. He served 14 years as a Chair for the ECE department. He published significant research work on outcomes assessment; and offered 10 workshops at BAP/ABET Symposium and FIE conferences on outcomes assessment and accreditation. With his extensive knowledge and experience in outcomes assessment, he founded MAKTEAM Software; and created EvalTools®, the most comprehensive online assessment tool that covers learning management, outcomes assessment, continuous improvement management, student advising, survey and institutional-wide self-study. With EvalTools®, he successfully led the ECE department of Gannon through three ABET accreditation cycles with flying colors in 2005, 2011, and 2017 respectively. In addition, he served as Co-Chair for the Gannon’s Middle-States Self-Study committee from 2010 till 2013 and led the committee through a two-year preparation effort in writing the self-study report that resulted in Gannon receive its most successful accreditation record in 2013.

Similarly, with EvalTools®, he assisted Physics and Engineering program of Frostburg State University; and Computer Science and Engineering programs of Islamic University of Madinah to achieve excellent results in ABET accreditation. He serves as consultant to other schools for their ABET accreditation.

In addition, he worked with K12 schools to create AdamTools® for K12 school districts to manage their student information from admissions to graduation as well as special education to handle Intervention Assistant Team (IAT), Multi-Factor Evaluation (MFE) and Individual Education Program (IEP). His most recent work is the creation of a School Management System based on 7-Pillar principles that allows a district to analyze effectively its management and academic achievement performance. The 7-Pillar School Management System is currently being used in 18 school districts in Ohio.

Dr. Darin Detwiler is Assistant Dean and Associate Teaching Professor at Northeastern University’s College of Professional Studies. He is an administrative leader with a history of educational excellence and driving innovation and efficiency across a large, diverse portfolio focusing on leading-edge pedagogy and student success. With over 25 years of teaching experience in secondary education, undergraduate, graduate, and doctoral programs, his work in this field has been recognized with the National Science Teachers' Association / Toyota Tapestry Award for Innovation in Science Literacy Education, the Amgen Award for Science Teaching Excellence (Biotechnology), the Washington State Governor's Award for Excellence in Teaching History, and the Northeastern University College of Professional Studies Excellence in Teaching Award. 

Additionally, Detwiler is an internationally recognized leader in regulatory compliance and public health pertaining to food, regarded as “One of the most well-known, respected, and accomplished people in the food safety industry” (Food Safety News).  In 2018, he received the International Association for Food Protection’s  “Distinguished Service Award.” He is a columnist, a TEDx featured speaker, frequent keynote speaker, and media consultant. Author of Food Safety: Past, Present, and Predictions and of Building the Future of Food Safety Technology: Blockchain and Beyond.  

Dr. Lovella S. Divinagracia is presently the Committee Chair of the Curriculum Review and Development initiatives of the Division of Professional Education of the University of the Philippines in the Visayas. Her most recent academic works and projects cover consultancy and conduct of researches in teaching and learning, OBE framework building, and educational program development and evaluation. She is also the former Head of the Center for Support of Higher Education and Lifelong Learning at the University of St. La Salle, who utilizes her expertise and skills in OBE curriculum, instructional designs and instructional materials development, assessments in students’ learning in all educational levels, and teacher training.  

Dr. Divinagracia specifically provides services as designer and trainer for teachers’ development programs in private and public schools at national and international levels, and lectures on pedagogical skills development for teaching professionals.  Her specializations also involve teaching graduate and undergraduate Professional Education courses and Mathematics under the Teacher Education degree programs, with special research interest in metacognition and problem solving curriculum. She is using her extensive expertise in OBE with her previous experience as Chair of the Outcomes Based Education Council of the College of Education; Secretary-Member to Social Research Ethics Review Committee; and Department Chair for Secondary and Elementary Teacher Education Programs at the University of St. La Salle. Given these three significant positions, she coordinates and provides university wide training on authentic OBE implementation and its operationalization.  

Dr. Divinagracia further enjoys a diversity of experiences in previous research and accreditation work, most notably as USLS Research Coordinator in 2013-2016 leading to institutional research involvement and paper presentations to both local and international conferences; Internal Executive Committee Chair for Instruction in a 2013 Survey, and a Co-chair for Curriculum and Instruction for a 2018 Survey, both for the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU); and Co-chair in Teaching and Learning for her university’s survey on Institutional Sustainability Assessment-Commission on Higher Education (ISA-CHED) in 2014. She has also received awards in both teaching and administration for her exemplary performances.  

Dr. Pickering is the co-creator, co-founder, and Executive Director of Iowa BIG. Iowa BIG is a fully learner-centered, transformational OBE learning environment driven by student passion, intense community engagement, and highly authentic and contextualized projects focused on developing student competencies. Dr. Pickering is also the Associate Director of Education Reimagined, a non-profit located in Washington D.C. dedicated to connecting and growing a powerful network of learner-centered educators and environments. The principles of learner-centered and transformational OBE are highly aligned and compatible.

Dr. Richard K. Plott earned a Ph.D. in Science and Mathematics Education from Curtin University in Perth, Australia. Richard also is certified in Institutional Research from Florida State University and as a Chief Information Officer from Carnegie Melon University. He is currently the Chief Strategy and Planning Officer for Lane Community College in Eugene, Oregon.

Throughout his career he has and continues to be an advocate for social accountability in transforming lives through learning with a “One College” model where both credit and non-credit instruction ensure a convenient and value-added student experience. Richard believes this combination will anchor our collaborative efforts as we reconstruct higher education in this evolving 21st Century Global Community. Outcomes and their attainment must focus on positive societal impact and less on disruptive change in this fourth industrial revolution. Dr. Plott regularly presents at conferences and symposiums for strategic planning, outcomes attainment, and the positive impact of a value-added postsecondary education. He believes that a personalized and mobile learning environment is key to instilling a lifelong learning mindset for students in our modern society.

Professional Highlights
Taught public school grades 8-12 for eleven years, including special needs populations for sciences. Developed a Classroom Learning Environment Survey for grades 6-8 for the sciences. Taught graduate courses for Non-Profit Management.

Worked for 16 years in Institutional Research and Effectiveness as a Research Analyst, Director, Assistant Vice President, Vice President, and now as a Chief Strategy and Planning Officer.

Specializes in goal attainment and outcomes assessment for the effective evaluation of programs and services for the higher education.

Currently serves as the Accreditation Liaison Officer (ALO) and has served as the ALO for other institutions. In the recent seven-year site visit for Lane Community College from the Northwest Commission on Colleges and Universities, he helped the college receive six commendations for excellence.

As a leader in decision support based on a culture of evidence, he develops and implements analytics which provide daily refreshed interactive reports and dashboards. These analytic tools keep track for goal attainment and key performance indicators. He also provides environmental scanning to track program demand for future-cast of career and technical programming.

An Innovative leader bringing together 16 years of vast experience in academic excellence and transformational leadership. Recognized Outcome-Based Education (OBE) advocate in the Philippines under the guidance of Dr. William Spady. Acknowledged researcher and author in the area of Transportation Engineering and Civil Systems. Actively engaged in the international recognition and global mobility of engineers through directorship in various professional organizations. Involved in good governance and policy making as member in various government agency committees.

Sister Rosanne Mallillin is President of St. Paul University Surigao, Philippines, and Chancellor of the St. Paul University System. Among her distinguished previous positions she was Vice-President for Academic Affairs at St. Paul University, Manila; Executive Secretary of the Catholic Bishops Conference of the Philippines National Secretariat for Social Action, Justice and Peace; Director of Graduate Research and Professor, University of St. Tomas; and School President and Community Superior at St. Paul College San Miguel, Bulacan. Her educational background includes a Masters and Ph.D in Development Education at University of St. Tomas, and post-doctoral studies in Advanced Educational Planning at the University of London’s Institute of Education; and Alternative Educational Delivery System at Catholic University, Washington, DC. 

Sister Rosanne has been the driving force in Outcome-Based Education design and implementation within the St. Paul University System in the Philippines.  She orchestrated and participated actively in the team that formulated the first-ever life-performance outcomes framework among Filipino Universities, and initiated a curriculum design process at St. Paul Surigao to implement it throughout their programs and courses.  In addition, she initiated a restructuring of course delivery that created a better use of instructional time and expanded learning opportunities for students, and is in the process of redesigning the entire teacher education program around OBE’s philosophy and principles to prepare teacher candidates to be competent OBE implementers in their careers. 

Dr. Janet Jones brings enormous theoretical and practical experience and expertise to the Outcome-Based Education movement through a thirty-year career that includes: 

      * Brain compatible learning approaches to curriculum and student learning,

      * Developing a 21^st century staff development program,

      * System-wide curriculum auditing,

      * Experience within the K-12 public school system of the USA as an Executive Director, District Director of Staff Development, Vice Principal, Building Counseling Director, Teacher, and Counselor; plus

      * Over eight years as a Graduate level Professor at three different universities, teaching curriculum development, program audits, and innovative instructional design. 

Despite this great diversity of responsibilities, Jan’s current career emphases and priorities are brain compatible learning, instructional relevancy, future focused curricula, creative solutions, collaborative processes and, of course, energizing fun for educators at all levels of the profession!  As a Founding Director of the Vision Into Action Associates (VIAA) consulting team out of San Antonio, Texas, she orchestrates consulting services that provide school districts with futures program analyses, revitalized system-wide program design, and professional development.  Dr. Jones is also the founding Director of Millennial Minds (www.millennialminds.com) and its related Educational Consulting Services.

Dr. Jonathan V. Macayan is a practitioner (Registered Psychologist), a researcher, and an education leader.  He has spent many of his professional years in the academe as a faculty of social sciences and psychology.

He has also been also actively engaged in private consultative projects in various areas involving: academic (OBE and Learner-Centeredness, Education Research programs, Academic Administration), business and organization (IR Skills, Leadership Competencies, Change Management, Organizational Management) and, clinical (Behavioral Intervention Programs, Psychological Diagnostics and Assessment, Psychometric Test Development). His professional experiences, academic qualifications, and expertise have brought him to various administrative positions, including his current position in the academe as the Dean of the School of Social Sciences and Education at Mapua University, Philippines.