In our first article, Major Topics in Process Education: A Directory of Scholarship and Tools, Hintze and Beyerlein delineate 30 major topics aligned with the scholarship presented in the Faculty Guidebook and the International Journal of Process Education. The authors define and contextualize these topics, also noting the key tools that are associated with these topics. This article itself can serve as a tool to help guide readersto key research.
A mixed method approach is utilized by Lasley, Haas, and Pinto in our next article, Examination of Undergraduates’ Perception of the Purpose for Academic Reading. The authors examine students’ perception of their own reading ability and their purpose for complying with academic reading assignments, as well as their perception of their instructors’ view of their reading ability and the purpose for academic reading. Additionally, the authors examine the alignment of their findings with the reading methodology.
El-Sayed presents the changing demographics and the challenges that Higher Education will need to meet in order to best serve the needs of future students in her article, Community Building Through Participatory Curricula Transformation. She uses a case study of curriculum transformation at Marygrove College to highlight how an institution can proceed through the transformation in curriculum while incorporating engaged decision-making and building community.
In the article, Leveraging Elements of Process Education to Extend Biggs’ Model of Constructive Alignment for Increasing Learner Achievement, Jain and Utschig reflect on the findings of a study comparing outcomes from a traditionally-taught course with one utilizing a collaborative learning environment. Their reflection yielded a model of constructive alignment that incorporates principles and practices from Process Education.
Finally, Apple, Duncan and Ellis discuss the development of a Profile of a Quality Collegiate Learner (PQCL) in our last article, Key Learner Characteristics for Academic Success. The authors examined Process Education practice and the published literature to identify a list of common learner characteristics that lead to student success.