Theme 1
The inertia surrounding traditional, time-based education is enormous. Shifting it toward genuine Outcome-Based thinking and practice usually requires insightful and committed leadership, redefining institutional purposes and priorities, and shifting cultural norms and expectations among organizational constituencies. This is deep and necessary change work and is key to design and authentic OBE implementation. We are seeking examples of initiatives that have proven successful in addressing, making, and sustaining these significant changes
Theme 2
Outcomes of Significance are demonstrations of learning that transcend the content details of academic course work. They manifest as the complex, context-based performance abilities (often called Life-Performance Outcomes) that are required in a wide range of life and career pursuits on which formal curriculum and student learning experiences should be firmly based. We are seeking examples of compelling models of, and strategies that have been used to derive, design, and implement, such Outcomes throughout an institution’s programs and curriculum.
Theme 3
Outcome-Based Instruction embodies the Consistent, Systematic, Creative, and Simultaneous implementation of four key Principles: Clarity of Focus on Outcomes, Expanded Opportunity, High Expectations, and Designing Down. They manifest in how instruction is structured organizationally and carried out by faculty. Both are critical to expanding the ‘Conditions of Success’ for students. We are seeking documentation of tangible models and examples of such applications, especially ones that transcend traditional time and grading schedules and that show long-term learning gains.
Theme 4
No aspect of established educational practice is more institutionally entrenched than testing and grading student learning. And, based on the fundamental understandings of what an Outcome is and how best to assess it, none is more contradictory to authentic Outcome-Based thinking and application. We are seeking examples of criterion-defined, ‘authentic’ assessment, grading, record-keeping, and credit systems that: 1) avoid the pitfalls and fallacies of numeric averaging and learner comparisons, 2) document the attributes and qualities of authentic learning demonstrations, 3) show learning progress/improvement over time, 4) and encourage ‘expanded opportunities’ for learning success.
Theme 5
Outcomes information forms the basis for informed decisions in Continual Quality Improvement (CQI) efforts and Outcomes Accreditation (OA) processes. Assessing Outcomes accurately is the gauge for achievement in learning. Accurate, reliable and valid outcomes assessment data is vital for evaluation to produce ‘Real’ and effective quality improvement in learning. Programs and institutions often confuse minimal accreditation criteria with authentic outcome-based standards. We seek examples of institutional or program CQI efforts/OA processes that are student-centered and that promote, implement, and document success for all learners, rather than rely on program-centered data and averages.