Page 42 - International Journal of Process Educaiton (Special Issue)

Figure 2 The Core Principles of Process Education

1 Faculty must fully accept responsibility for facilitating student success.

2 In a quality learning environment, facilitators of learning (teachers) focus on improving specific learning skills
through timely, appropriate, and constructive interventions.

3 Mentors use specific methodologies that model the steps or activities they expect students to use in achieving
their own learning goals.

4 A Process Educator can continuously improve PE concepts, processes, and tools used by doing active
observation and research in the classroom.

5 Educators should assess students regularly by measuring accomplishments; they should model assessment
processes, provide timely feedback, and help students improve their self-assessment skills.

6 Every learner can learn to learn better, regardless of current level of achievement; one’s potential is not limited
by current ability.

7 Although everyone requires help with learning at times, the goal is to become a capable, self-sufficient, life-long
learner.

8 An empowered learner is one who uses learning processes and self-assessment to improve future performance.

9 To develop expertise in a discipline, a learner must develop a specific knowledge base in that field, but must
also acquire generic, life-long learning skills that relate to all disciplines.

10 An educational institution can continually improve its effectiveness in producing stronger learning outcomes in
several ways: By aligning institutional, course, and program objectives; By investing in faculty development,
curricular innovation, and design of performance measures; By embracing an assessment culture.

Figure 3 Scholarship Focused on Implementing Process Education

Reforming the Teaching of Entry Level Math in the Electronic Age (Pierce & Wright, 1995)
Taking the Helm — Targeting Student Learning at Kirkwood Community College (Klopp, 1996)
A Process Education Approach to Teaching Computer Science (Smith, 1996)
A Focus on Process Improves Problem-Based Learning in Large Classes (Duncan-Hewitt, 1996)
Improving the Teaching/Learning Process in General Chemistry (Hanson & Wolfskill, 1998)
A Process Approach for Improving Student Performance in Learning Mathematics (Atnip & Apple, 1999)
Process Education and Continuous Quality Improvement at Western Michigan University (Williams, Litynski &

Apple, 2001)

Process Education and the Faculty Guidebook directly concerned with the philosophy of Process Educa-
tion include those listed in Figure 4.
By the year 2000, the individuals practicing and support-
ing Process Education began to evolve into a community The International Journal of Process Education
of research-based PE practitioners. The first formal gath-
ering of this group took place at Elmhurst College in June, In 2007, this community of practitioners was officially
2004. An important outcome of their collaboration was the named “the Academy of Process Educators” at a
inception of the Faculty Guidebook (Beyerlein, Holmes conference hosted by the University of the District of
& Apple, 2007). The Faculty Guidebook consists of more Columbia (see also the Academy of Process Educators
than 150 modules, the content of which ranges from ex- section). One of the central goals of the Academy was to
ploring the potential impact of Process Education on the produce a journal focusing on Process Education; since
world and culture of higher education systems to concise 2009, the Academy has produced seven volumes of the
how-to instructions and tips. Faculty Guidebook modules International Journal of Process Education (IJPE). While

40 International Journal of Process Education (February 2016, Volume 8 Issue 1)