Welcome to the eleventh volume of the International Journal of Process Education. In this issue, we present an exciting collection of collaborative research eff orts from many Process Educators. Their collaborative eff orts have yielded research that is mainly clustered around the themes of performance and learning, particularly Learning to Learn. Additionally, many of the authors explore methodologies and systems to explain these themes.

• From the Editorial Board

  Welcome to the eleventh volume of the International Journal of Process Education. In this issue, we present an exciting collection of collaborative research efforts from many Process Educators. Their collaborative efforts have yielded research that is mainly clustered around the themes of performance and learning, particularly Learning to Learn. Additionally, many of the authors explore methodologies and systems to explain these themes.

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• Barriers to Implementing a Successful Learning to Learn Experience

  Daniel K. Apple, Wade Ellis, Thomas Nelson, Ingrid M. Ulbrich, and Cynthia M. Woodbridge

  Abstract

  Learning to learn has been the foundational approach to Process Education (PE) from its beginning. The idea that students can improve their ability to learn, even as they are engaged in the learning process, is an axiomatic and relatively straightforward concept in PE. Nonetheless, there are barriers that hinder the improvement of learning. Numerous of these barriers have been encountered and identified during the last 25 years of implementing learning to learn experiences. This article highlights the most challenging of these barriers for facilitators, explains why these barriers exist, and provides information that can help break down each barrier. It is the authors’ hope that, with this information and these strategies, faculty and facilitators can more easily implement a learning to learn experience at their institution.

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• How the Learning to Learn Experiences Model the Seven Universal and Perennial Principles of Student Learning and Persistence

  by Daniel K. Apple, David E. Leasure, Thomas Nelson, Ingrid M. Ulbrich, and Cynthia M. Woodbridge

  For 25 years, the Learning to Learn Experience, whether offered as a Learning to Learn Camp, an Academic Recovery Course, or a First Year Seminar, has continuously and successfully focused on increasing student success. Concurrent research has resulted in the identification of seven universal principles conducive to student learning and persistence. These seven principles, along with additional and parallel/supporting principles from Process Education, are why the Learning to Learn Experience has such a large impact on learner transformation and success. This article describes how components of the Learning to Learn Experience align with each of the seven principles of student learning and persistence. This, in turn, provides a research-based explanation for the impact each component has on student success.

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• Developing the Entrepreneurial Mindset in STEM Students: Integrating Experiential Entrepreneurship into Engineering Design

  by David Olawale, Steve Spicklemire, Jose Sanchez, George Ricco, Paul Talaga, and Joseph Herzog

  Abstract

  According to Neil Kane (2016), there is no better way to prepare students for the world of the 21st century, whether they aspire to work for a large company, start their own business, go into academia or devote themselves to public service, than through cultivating their skills in entrepreneurship. The entrepreneurial mindset has been defined as the set of attitudes, skills, and behaviors needed by students to succeed academically, personally, and professionally. It is the ability to see opportunities, marshal resources, and create value which are of high demand in both for-profit and not-for-profit organizations. Developing the entrepreneurial mindset requires a combination of critical developmental experiences and a well-coordinated combination of personal reflection, peer support, and expert mentoring. The article provides an overview of an approach incorporating these key elements, to develop the entrepreneurial mindset in engineering undergraduate students through a two-semester design lab course. It uses evidence-based entrepreneurship methodology, while involving faculty and local business mentors in the development of the students. The approach used in developing the entrepreneurial mindset in the students draws heavily from Process Education principles. Process Education (PE) has been defined as a performance-based philosophy of education which integrates many different educational theories, processes, and tools in emphasizing the continuous development of learning skills through the use of assessment principles in order to produce learner self-development. Process Education combines many components of both experiential education and problem-based learning (PBL).

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• Applying the Framework for Identifying Quality Characteristics from a Process Education Perspective

  by Mohamed El-Sayed, Daniel Apple, and Steven Beyerlein

  Abstract

  Quality is the most useful factor when we need to distinguish between degrees of satisfaction for different alternatives. However, essential qualities are often the hardest to identify, develop systematically, and improve, especially when it comes to education and human development. Without clear identification of the correct or most suitable characteristics of quality, the proper measurement of these characteristics and subsequent efforts to improve quality can only be conducted through trial and error. In this article, we apply a method for identifying quality characteristics derived from the world of product development to higher education through the lens of Process Education. The lens of Process Education involves the application of a template that includes three main sets of characteristics (form, function, and fit), each of which are subdivided into supporting characteristics. The use of the template is illustrated through three case studies that include facilitating learning to learn in a college course, managing enrollment in a higher education institution, and producing career-ready college graduates. The method outlined here can be applied to other contexts in higher education and beyond, producing holistic frameworks that identify essential elements of quality which may, in turn, become foci for performance measurement and effective quality improvement.

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• Closing the College Readiness Gap: Tools for Preparing Students for College Success

  by Arlene King-Berry, Wade Ellis, Dan Apple

  Abstract

  It is generally accepted that a gap exists between the performance capacity of typical high school students entering college and the performance capacity required for academic success during their first year. This article addresses this college readiness gap by offering four research-based tools designed to help secondary and post-secondary educators establish educational goals for students in high school and in their first year of college and then to measure student progress toward achieving these goals. The profiles (Profile of an Incoming High School Graduate with Typical Readiness Gaps, and Profile of a Successful First-Year College Student), are used for establishing the educational goals while the rubrics (Holistic Rubric for Assessing Learner Performance Level, and Analytic Rubric for Assessing Learner Performance Level) are used to measure the levels of performance with respect to the profiles (degree of goal achievement). The authors also describe possible uses of these tools to improve student success.

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• Bringing Self-Growth Theory to Practice Using the Self-Growth Methodology

  by Chaya R. Jain, Daniel K. Apple, Wade Ellis, Cy Leise, David Leasure

  Abstract

  The focus of process educators, over the past 25 years, has been on learning-to-learn and the generalized growth of the large set of learning skills now updated and represented in the 2019 Classification of Learning Skills. Insights from earlier Process Education articles on self-growth converged around ten substantive components associated with values and identity. Utilizing data collected from the analysis of the responses and written outcomes from hundreds of Learning-to-Learn Camp participants and college recovery course students, indicated that self-growth is a developmental process that must be aligned with values and identity by describing intent or purpose, life factors and goals, and performance criteria that support individual customizing of assessment and tracking of progress. Thus, the need for the Self-Growth Methodology emerged. This article describes the theory of self-growth, provides scholarly background, and expands understanding of the new Self-Growth Methodology by examining its six stages and the steps within each stage. Self-Growth Methodology discussion provides both a holistic sense of self-growth as well as a resource to guide others in changing their life by expanding and improving quality of self-growth.

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• A System for Learning by Performance (LxP)

  by David Leasure, Dan Apple, Steve Beyerlein, Wade Ellis, Tristan Utschig

  Abstract

  Learning by Performance (LxP) is a system for learning by performing and performing by learning rather than a specific teaching approach. The LxP system synthesizes key elements of learning-by-doing, active learning, situated learning, mastery learning, self-regulated learning, problem-based learning, competency-based education, performance management, performance-based learning, and Process Education. As the name suggests, performers learn by performing to meet specific outcomes by working through seven stages: 1. sizing up a performance, 2. planning a performance, 3. practicing and preparing for the performance, 4. performing, 5. being evaluated, 6. being coached, and 7. accepting feedback. During these seven stages, self-coaching and external coaching generate feedback to improve aspects of the performance. Coaching creates a safe, low-stakes improvement-oriented environment. Because grades, raises, promotions, and other decisions depend on evaluation, LxP can also be used to provide feedback and motivation for personal development. The systems model identifies the key elements essential to learning and development that also support performing. Learning, growing, and performing are distinguished as separate improvements to highlight the impacts from each. The result is a system that may be applied within informal learning, education, the workplace, and other contexts to achieve the benefits of LxP.

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• Performance Descriptions: A Major Tool for Performance Development

  by Thomas Nelson, Dan Apple, Wade Ellis, David Leasure, Arlene King-Berry

  Abstract

  A primary goal of Process Education has always been to improve performance. This is accomplished by assessing specific performances and developing action plans to improve upon both processes inherent in the performance and specific supporting learning skills thereby improving the performance. This article offers steps toward determining what exactly constitutes a performance and a performance description. It also introduces a new methodology for writing performance descriptions and offers several models of performance descriptions. We have produced 23 examples of performance descriptions that span three major performance areas. These performance descriptions can serve as exemplars for future performance description development, a basis for writing performance criteria and developing measures, and used -as is- to assist students in learning situations.

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