Welcome to the tenth volume of the International Journal of Process Education. In this issue, we present an exciting collection of collaborative research efforts of many Process Educators. Student learning is the main focus of this volume.

• From the Editorial Board

  From implementing a Learning to Learn camp to a revised version of the Classification of Learning Skills, promoting, measuring and documenting student learning will be explored in this issue.

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• Building Institutional Support for a Recovery Course for Academically Dismissed Students

  Wendy Wenner, Sherril Soman, Rik Stevenson, and Daniel Apple

  Abstract

  Since 2010, Grand Valley State University (GVSU) has implemented various intensive Learning to Learn experiences to improve student success across its first year programs. These experiences improved academic performance for students in both the Honors program and the Freshman Academy, a program to support first generation students that show academic potential.

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• Student Perceptions of Skill Acquisition in a Process Education Learning to Learn Camp

  by Audrey Murray

  Abstract

  High attrition rates in schools of nursing decrease nurses in the workforce. The purpose of this study was to determine the perceived effectiveness of skills obtained during the Learning to Learn Camp and the student’s ability to achieve academic, professional, and personal goals and complete the nursing program of study.

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• Employing a Rubric to Assess Learner Performance in Calculus and Differential Equations

  by David Kaplan

  Abstract

  Among the key measurement tools in Ellis and Apple’s (2017) Learning to Learn Mathematics - Why is it Critical? is a table displaying collegiate learners' mathematics performance across 28 characteristics. Lowest-level learners are said to perform as survival learners, while highest-level learners perform as pioneer learners. Between these extremes are, in order, need-based learners, contained learners, and professional learners.

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• Self-Growth Paper: An Assessment and Research Tool to Analyze Growth Outcomes

  by Wade Ellis, Dan Apple, David Leasure, Willie Perkins, and Matthew Watts

  Abstract

  Students write a self-growth paper to capture a personal summative reflection of their learning and growth and, in addition, the self-growth paper has become a valuable, versatile tool for faculty to strengthen students’ self-growth capacity, improve their practice within Process Education, and advance scholarship in teaching and learning. The self-growth paper incorporates many of the Process Education principles in its design.

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• Classifying Learning Skills for Educational Enrichment

  by Cy Leise, Daniel M. Litynski, Cynthia M. Woodbridge, Ingrid Ulbrich, Chaya Jain, David Leasure, Joann Horton, Denna Hintze, Mohamed El-Sayed, Wade Ellis, Steve Beyerlein, and Dan Apple

  Abstract

  The 2019 revision of the Classification of Learning Skills (CLS) incorporates and describes substantially more life-long learning skills for personal and professional growth than previous versions. An original classification in 1997 was updated in the 2007 Faculty Guidebook in which the skills were apportioned into Cognitive, Social, and Affective domains. During 2018 and early 2019, a cross-disciplinary team of 13 Process Educators revisited the CLS with the goal of identifying all essential skills required to support the core processes of Process Education (PE), such as learning, problem solving, communication, and self-growth.

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