At the heart of implementing Process Education is the activity, thus implementing PE across a course would mean that an activity book would provide the 25 to 50 activities needed to produce active learning for the whole term. This workshop will highlight the criteria of what makes a quality activity book, explore example books for these qualities, and provide tips on the process of producing commercial activity books for others to use. Another major component of this workshop is for teams to explore different activity books to determine how to implement these books within their courses. The teams will share their insights to provide a general template for implementing active learning with activity books. The role of the LPM, facilitation, facilitator guides, assessment, reflective practices (SSTB), and cooperative learning will be shared to strengthen the PE implementation. The experience will be modeled very similar to the activities in the activity books.

This workshop will use the Accelerator Model (from the Faculty Guidebook) as the basis for a series of discussions about how to facilitate increased learner performance by embracing discomfort. The premise: learning occurs on the boundaries of current competence, and while too much stress certainly will shut down learning, no learning occurs without pushing the boundaries a bit. If the premise is accepted, then the trick to successful implementation is a combination of formative feedback and careful observation. These tools are plentiful and are straightforward to apply. Like other tools, incorporating formative feedback and observation tools will increase the performance as a facilitator.

Self-assessment is the most critical transformation practice of learners and the greatest key to student success. Students come to college as self-evaluators and thus hate to stop and reflect on past performance because they just beat themselves up. This workshop will focus on how to make this transformation of student behavior from self-evaluation to self-assessment efficient and effective. The workshop participants will be working with tools, mindsets, and practices that help to shift a classroom culture from a standard evaluative and judgmental environment to one of assessment and growth. This workshop is not just about the time spent in a single course, but also how to set students on a lifetime journey of self-growth through continual improvement in their self-assessment.

This online and asynchronous workshop will give participants the time and a virtual space in which to review the principles of a quality learning environment and appreciate the relationship between these principles and aspects from the Transformation of Education. An online temperament sorter is available for participants to test their attitudes and beliefs, as they apply to four aspects from the Transformation of Education. After receiving their results (bi-polar distribution, red to green), participants are directed to reflect on their responses and identify areas where they can improve their attitudes and practices, in their own lives and as life-long learners, as well as in their role as an educator. Participants will share their action plans for improvement in an online forum.

A fundamental belief value of PE is that everyone can grow in their capacity, and this growth is actually in the hands of the individual themselves. Many people have a fixed mindset, thus aren't even aware that this is a possibility. The modeling of self-growth in a community is contagious, and when other people see growth and self-growth happening, they also want a piece of this action. This workshop will explore how faculty can strengthen their own self-growth to become the models for exciting students in becoming self-growers. The faculty will be presented the theory and practice of self-growth but from the perspective of a faculty member and through this understand even more how to facilitate self-growth development in their learners.

The Classification of Learning Skills is one of the earliest scholarship areas of Process Education and continues to be advanced on a continuous basis. This workshop will create small teams focusing on different domains - Cognitive, Social, Affective, or Psycho-motor and will assess the current classification based upon the following criteria 1) completion - are there missing skills 2) not important - extraneous skills 3) integration - two skills closely aligned and can be merged with a different label 4) in the wrong location 5) expand into two skills 6) can better be labeled or described. This workshop will lead to a paper on the psycho-motor domain and an upgrade in the overall classification. The workshop experience will help the participants further their knowledge in learning skills and how to use the classification to facilitate learner development and help students become stronger self-growers.