Welcome to the thirteenth volume of the International Journal of Process Education. In this issue, we present a collection of the collaborative research efforts of many Process Educators. Methodologies, coaching, functions, and perspectives are discussed in this volume.

• From the Editorial Board

  Welcome to the thirteenth volume of the International Journal of Process Education in which we present a collection of Process Educator’s collaborative research efforts. Within this volume we explore the psychological perspectives and functions within Process Education, are introduced to new methodologies, and develop a deeper understanding of the roles of coaching and performance mentoring.

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• Nine Psychology Perspectives for Process Educators

  by Cy Leise, Dan Apple, Wade Ellis, and Steve Beyerlein

  Abstract

  The Process Education (PE) Framework includes many resources for enhancing the quality of growth from opportunities that become available or are self-determined for strategic purposes. The nine psychological perspectives described in this paper provide additional insights for identifying performance and growth opportunities with potential to improve quality of life (QoL). These perspectives provide guidance for recognizing important characteristics of experiences and coherently aligning responses to them with the demands of these experiences by expanding the basis for reflective exploration of personal needs, values, mindsets, and aspirational ideals. While strengthening learning skills relevant to attainment of learning, performance, and growth competencies is the basis for positive and enduring outcomes from life experiences, increased consciousness about psychological factors can transform the perception and meaning of personal and professional experiences in all contexts.

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• Roles of Performance Mentoring and Self-Growth Coaching in Developing Human Capability

  by Grady Batchelor, Dan Apple, Auston Van Slyke, Cy Leise, and Wade Ellis

  Society has embraced mentoring and coaching as two professional roles that contribute significant value to society, organizations, and individuals. However, these two roles often overlap in function and purpose which has led to general confusion about their respective contexts, purposes, capabilities, and performance expectations. The aim of this paper is to differentiate the characteristics of mentoring and coaching guiding practitioners to Process Education resources and providing strategies for best practices. Further, the integration of these roles is depicted. A person who is capable of performing the roles of both performance mentor and self-growth coach can help clients learn how to play both roles for themselves.

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• Lessons from a Large Scale Implementation of Academic Coaching

  by David Leasure, Steve Beyerlein, Marsha Fortney, Stefan Günther, and Allison Patch

  Abstract

  The University of Maryland Global Campus sought an impactful way to improve the learning and persistence of its students. Beginning in 2018, a team explored the existing model of education, the feelings and ideas of faculty and program directors to generate options and chose to “develop faculty coaching” as the most promising way to make the positive impact. The research-based practices of educational coaching, Process Education concepts, and the seven principles of learning and persistence were creatively synthesized into a coaching method with the acronym ROCK-SOLID representing nine essential steps of coaching. Using the lens of Educational Design Research, the team incrementally explored meeting the needs of the institution, learners, and faculty for improved learning and persistence. All full- and part-time faculty at the university will complete the training by the end of 2023. Evaluation shows the uptake of coaching by faculty has been strong but that the new process/model has not had time to significantly impact grades, retention, and satisfaction. The experience shows the importance of building on research, testing implementations in the real-world, measuring results, learning what works, understanding why it works, and discovering needed improvements.

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• Developing Transferrable Knowledge Using the Methodology for Generalizing Knowledge

  by Tris Utschig, Dan Apple, Wade Ellis, and David Leasure

  Abstract

  The Methodology for Generalizing Knowledge (MGK) is introduced as a guide for the process of turning knowledge into working expertise that can be fluidly transferred to novel future contexts. Generalizing is a process that requires analyzing how knowledge is applied across increasingly diverse contexts, revealing cues which signal when and why application of that knowledge is needed, along with underlying principles required to successfully apply the knowledge. This study takes an educational design research approach incorporating participatory action research and educational design research to connect prior research on metacognitive processes in learning, problem solving, and levels of learning to produce the MGK. The results advance understanding of the generalizing process, provide a model of the process illustrated with a simple example, and connect it to the processes of learning, problem-solving, and transfer of knowledge.

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• An Insight Methodology to Guide Creation and Validation of Discoveries

  by Cy Leise, George W. Dombi, and Daniel K. Apple

  Abstract

  Insights have been a source of fascination throughout history and have been acclaimed as important knowledge that suddenly connects disparate observations, past insights, and experiential contexts into a new synthesis. Scientific, philosophical, and psychological researchers agree that the most highly esteemed insights, referred to as “Aha!” experiences are contingent on a combination of subconscious and conscious processes. Two other kinds of insights are consciously created from learning achievements and gestalt reinterpretations of experiences. All three types of insight are of interest within the Process Education (PE) framework as it has evolved over a 30-year history to its contemporary focus on enhancing self-growth through insights from assessment and reflection. The development of a new resource, the Insight Methodology (IM), supports the PE goal of capturing and deepening insights as consciously elaborated hypotheses or propositions clear enough to be acted upon. The IM is a seven-step guide that efficiently leads users to produce such outcomes when an observation has potential future value. Specific criteria are suggested for each of the seven steps of the methodology to move attention to increasingly clear propositions ending with a “tip” or guiding concept for application by individuals as well as mentors and coaches. By helping PE practitioners take control of elaborating insights related to observations from formal learning as well as other experiences, the methodology can lead to major conceptual breakthroughs with potential for strengthening learners, practitioners, and researchers.

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• Evolution of Six Functions in the History of the Process Education Framework

  by Cy Leise, Dan Apple, Wade Ellis, and Steve Beyerlein

  Abstract

  The Process Education (PE) framework has evolved from an emphasis on the primary education functions of knowing, learning, and learning to learn to include emphasis on the functions of self-regulation of performance, which is a key to the function of growth, and on the self-determination of life decisions as the essential characteristic of the function of self-growth. This expanded vision has created the need for greater awareness of contexts and situations that offer opportunities for selfdevelopment of capabilities that have the potential to support growth related to one’s ideal self. Conscious strengthening of distinctive mindsets and integration of learning skills across the domains of the Classification of Learning Skills (CLS) associated with each of the six PE functions has become central not only to the educational aims of PE but also to the personal life journeys of individuals. The enriched understanding of growth and self-growth as organizing constructs for the PE framework presents individuals, especially professionals, with new observations and insights about conceptualizing assessment and utilizing reflection to enhance Quality of Life (QoL) along one’s life journey.

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