Bring a decision you need to defend.

Try it before starting a conversation

Download the Five Steps card or response template. Use one with an existing assignment and examine what follows. A useful first conversation can begin with what changed your judgment, what remained unclear, or where the method added little.

Work on the decision in front of you

Roger Ochse welcomes inquiries concerning invited talks, curricular and assessment questions, faculty-development collaborations, AI-policy deliberations, research partnerships, and the application of Green Pen Framework to a recurring institutional problem.

Bring a decision that is difficult to justify or a recurring problem that individual effort has not resolved. For faculty, that may be an uncertain assessment or an unsuccessful intervention. For academic leaders, it may be a shared assignment, a pattern across courses, or an AI policy whose effects on learning remain unclear. The first conversation asks whether GPF helps clarify the next decision.

Leave with something you can act on

Possible collaborations include an assignment revision, a sequence of purposeful student questions, or a reasoned proposal for institutional change. Agree on the problem and a concrete deliverable before work begins.

• Assignment and rubric auditExamine one learning claim and the evidence a task supplies. Produce proposed changes to the assignment or criteria, with reasons.
• Faculty questioning workshopDevelop and review a focused question, a possible student response, and an instructor return. Produce a short sequence with an explicit rationale.
• General-education inquiryExamine one outcome against work from relevant contexts. Identify what supports the claim, what remains uncertain, and what further evidence is needed.
• Leadership conversation or invited talkExplore a question of faculty authority, assessment, or AI policy and identify decisions that warrant closer examination.

Faculty implementation partnership

The method developed in writing instruction. Colleagues in other disciplines are invited to examine where its reasoning is useful, which steps require adaptation, and where it may not fit their learning activities. Such work would be exploratory; application across disciplines has not yet been established.

An instructor may adapt the Five Steps to one existing assignment and document the result through a privacy-protected implementation case. The instructor exercises independent judgment over grading, feedback, and student relationships within institutional policy. The record follows the reason for the intervention, the student action requested, the response observed, and the next decision. No identifiable student information or proprietary course material is transferred. Publication or institutional identification requires separate written agreement.

Scope, availability, and fees

Remote engagements are the usual format; on-site work can be discussed when the problem requires it. Because institutional inquiries differ substantially, fees are set only after the exploratory conversation. Any further work begins with a written scope stating the format, deliverables, schedule, and total fee. There is no open-ended commitment.