Welcome to the fourteenth volume of the International Journal of Process Education. In this issue, we present a collection of the collaborative research efforts of many Process Educators.

• From the Editorial Board

  The Editorial Board continues our endeavor to create a community of practice encompassing scholars and educators dedicated to transforming higher education. Within this volume we examine team-based learning’s influence on the transformation of education and which learning skills have the highest impact on growth. Further we examine growth and self-growth through an exploration of meta-behaviors, using roles to support action planning, and addressing impediments to self-growth.

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• Advancing the Transformation of Education Through Team-Based Learning

  by Yuqin Hu and William Ofstad

  Abstract

  Team-based learning (TBL) is a widely practiced pedagogy focused on teamwork and active learning. In TBL, students are provided with opportunities to apply conceptual knowledge through a sequence of activities that includes individual preparation, teamwork, immediate feedback, and continuous assessment. Process Education offers 14 aspects for the Transformation of Education (ToE), a framework for understanding educational influences on growth. Each aspect explores internal and external pressures that impact the transformation of teaching and learning. TBL systematically advances many positive features of the 14 aspects of the ToE. This article seeks to explain the process and considerations of implementing TBL through the lens of the ToE, showing how each of the TBL steps map to the desired states of the ToE. Likewise, the 14 aspects of the ToE outline common educational pressures that limit growth, serving as guidance for improving the execution of TBL and revealing the synergy between TBL steps. A stepwise TBL flowchart and table connecting TBL to the ToE 14 aspects is provided to support process educators, offering an integrated approach to elevate teaching and learning through its application. This work serves as the first focused exploration integrating both TBL and ToE educational frameworks.

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• Growth Potential of Learning Skills in the Cognitive, Social, Affective, and Assessment & Evaluation Domains

  by Kathleen Burke, Steven Beyerlein, and Daniel Apple

  This work was undertaken to identify a subset of learning skills which are especially powerful in promoting personal growth. A rubric with 16 specific growth-related criteria was drawn from the Performance Development Methodology, three areas of self-concept, and five mindsets that contribute to growth. These criteria align with an updated definition of a growth skill which is consistent with recent Process Education scholarship: A growth skill improves transferable personal performance capability, enhances self, and promotes a growth mindset. From detailed analysis of each learning skill in the Classification of Learning Skills (CLS) using the rubric, skills were rated and then categorized as Growth Skills, Growth Contributors, Performance Enhancers, or Only a Learning Skill. This approach further resulted in 77 high-impact growth skills located across all four CLS domains. Results also highlight process areas and skill clusters for greatest leverage in promoting growth capability.

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• Self-Growth Meta-Behaviors

  by Cy Leise, Daniel Apple, Kathleen Burke, Wade Ellis, and Cynthia M. Woodbridge

  Abstract

  Many insights about how to develop and sustain use of growth and self-growth capabilities were brought to light over the twoyear course of the PE Expert Team Project. Among these were self-development strategies including the identification and application of meta-behaviors generated by generalizing situation-specific behaviors associated with successful advancement of growth and self-growth capabilities. Although not specified previously, existence of these meta-level behaviors can be inferred in previous Process Education (PE) scholarship describing a theory of growth and self-growth. Sets of meta-behaviors have been identified for growth and for self-growth, which are consistent with what has been described in past scholarship and practice about initiating and expanding self-growth mindset, consciousness, and capability. The identification of these sets of meta-behaviors allows us to distinguish the actions of growers from self-growers, thereby providing a resource for categorizing current actions belonging to the group of growth behaviors, self-growth behaviors, or neither. Because growth capabilities are the foundation for self-growth, it is important to think of a transition of conscious intent from the more focused growth meta-behaviors and goals to the open-system aspirations associated with self-growth meta-behaviors. It was discovered that most of the important meta-behaviors, and the practices they support, are associated with weekly transition, a process created during the PE Expert Team Project for reflection on experiences from the past week to capture the strongest insights and then to articulate new intentions for the upcoming week. Self-Growth meta-behaviors are used to design a growth action plan that takes full advantage of expected and created opportunities for applying growth and self-growth behaviors during the upcoming week. These meta-behaviors are also consistent with PE practices and the Profile of a Self- Grower.

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• Using Five Roles to Support Growth Action Planning

  by Kathleen Burke, Daniel Apple, Cy Leise, Wade Ellis, and Mohamed El-Sayed

  Abstract

  A natural way of scheduling intentional growth is through designing action plans for specific weekly activities. This paper examines five roles that support growth action planning: guide, director, coach, scriptwriter, and performer. 20 Process Education (PE) practitioners who were interested in increasing their rate of growth capability development received selfgrowth coaching to advance their PE expertise through weekly action planning during the PE Expert Team Project (August 2021–August 2023). The protocol for this planning evolved into a Weekly Transition Methodology which began by reflecting on the previous week’s results and generating insights that could be acted upon in the next time period. The writing of intentional action plans followed which included growth objectives, opportunities, and criteria. This became a standard practice that supported continuous improvement each week, with self-growth coaching support. Movement through these activities was made easier when taking the perspective of each of the five roles outlined in this paper. To assist others in adopting these perspectives, this paper discusses the alignment of these five roles with the 16 steps of the Weekly Transition Methodology. Performance descriptions for each role are then generated using the Methodology for Writing Performance Descriptions. Finally, performance criteria were upgraded to lay out the expectations of the performance.

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• Addressing Impediments to Building Self-Growth Capabilities

  by Yolanda Watson Spiva, Wade Ellis, Cy Leise, Daniel Apple, and Kathleen Burke

  Abstract

  Over the last four years, there has been an extensive effort to elevate the theory and practice of self-growth during the Self-Growth Institutes, the Self-Growth Community sessions, and the PE Experts Project. Using these three venues, the identification, discussion, and refinement of a list of impediments to self-growth has been developed with the aim of building psychological understanding of possible reasons for why these impediments occur and how to mitigate them. The identified impediments were classifiable within 10 psychological areas. A mentoring system provides a strategy for each of the 62 impediments that highlight the learning skills, growth skills, and mentoring skills with the most potential to strengthen specific capabilities to mitigate each of these impediments. As learning to learn facilitators, performance mentors, self-growth coaches, and self-growers increase their understanding of why these impediments exist and how to recognize them in their clients, they will be in a better position to support their clients to effectively address impediments with effective strategies.

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