Faculty Development for Student Achievement: The QUE Project
April 2006, Jossey-Bass
The story is told first from the organizational perspective in national and local campus meetings, and then from the point of view of faculty in five chapters, one for each discipline of biology, chemistry, English, history, and mathematics. This description of QUE is intended as a model for administrators and faculty seeking to meet the challenges of increasingly diverse students as well as the increasingly divergent ways to earn a degree.
1. Introduction. (Ronald J. Henry).
2. The Que Process at the National Level (Ruth Mitchell).
3. The Que Process at the Local Level (Gloria John, Ruth Mitchell).
4. Wandering Through the World of Standards: Evolution of a Biologist’s Perspective (Barbara Baumstark).
5. Chemical Education Today (Jerry Sarquis).
6. The English Chair’s Guide to a Learning-Centured Curriculum (Susan Albertine).
7. The QUE Project and History Learning and Teaching: The Case of Long Beach State (Tim Keirn, Brett Mizelle).
8. Mathematics and Que: Oil and Water? (Bernard L. Madison, Susan L. Ganter).
9. Reflections on Success and Recommendations to Ensure It (Ruth Mitchell, Ronald J. Henry).
Appendix A: A Brief Chronological History of QUE.
Appendix B: Outcomes at Level 14 and Level 16 in Biology, Chemistry, English, History, and Mathematics.
Appendix C: Constructing Effective Rubrics.
Appendix D: Publications and Conference Presentations.
Appendix E: QUE Personnel: Cluster Coordinators, Staff, and Consultants.
In Georgia Dr. Henry has played a prominent role in the development of state standards in the context of education from preschool through the end of college (P-16). He was appointed by Governor Zell Miller to the Georgia P-16 Council and served as the chair of the P-16 Subcommittee on Assessment and Research. At the national level, Dr. Henry was a member of the National Leadership Council of the Southern Regional Education Board, has examined for the Malcolm Baldrige national Quality Award, and was a member of the National Research Council’s Committee on Undergraduate Science Education. In 2004, Dr. Henry received the Michael P. Malone Award from the national Association of State Universities and Land-Grant Colleges for his contributions to international education.
The recipient of many foundation grants to improve education, including more than $2 million for the QUE project, Dr. Henry is presently co-principal investigator for a multiyear National Science Foundation grant of $34,700,000 to develop a Partnership for Reform in Science and Mathematics.