Reflections from Pacific Crest

Author: Pacific Crest

  • Free Books!

    Free Books!

    Use this link: https://bookstore.pcrest.com/discount/SPRINGCLEANING and your 100% discount will be automatically applied at checkout.

    Use the discount

    These two books and the special edition of the International Journal of Process Education are FREE to educators. You pay only shipping. This is significant savings:

    The Student Success Toolbox is regularly priced at $17.33
    The Professional’s Guide to Self-Growth usually costs $20.85
    And the special edition of the IJPE regularly runs $3.00

    • The Student Success Toolbox is the definitive collection of tools that make increased success possible for any student. With the tools (forms, rubrics, methodologies, and profiles) to support improved performance through assessment, it will help students with organization, reading, writing, thinking, communicating and collaborating. More than 20 years in the making, the Student Success Toolbox is the definitive collection of tools and tips that make increased success possible for any student. With the tools (forms, rubrics, methodologies, and profiles) to support improved performance through assessment, it will help your students be more organized and better readers, writers, thinkers, communicators, and team players.
    • Choosing The Professional’s Guide to Self-Growth is to commit to living life on your terms by developing the characteristics of a professional self-grower. Self-growers take ownership of their lives and their learning. Self-growers develop the characteristics of the strongest professionals and apply them equally well to career, school, and life. Over the last twenty-five years as college-level educators, we have helped tens of thousands of professionals, both future and current, apply the concepts in this book. We realized we could help more people, faster, by writing a book to help learners build these skills themselves.
    • This special edition of the International Journal of Process Education (published in 2016) celebrates 10 years since the inception of the Academy of Process Educators and 25 years of scholarship in Process Education. The wealth of scholarship, learning tools, and best practices that has evolved over this period is immense. Many of the original Academy members contributed to this special edition of the IJPE, helping to trace the evolution of Process Education. The content of the article falls into five key areas: (1) Learner Development, (2) Cultural Transformation, (3) Assessment, (4) Educator Advancement, and (5) Curriculum Design. The practices or significant research that advanced each are shared within that area. These practices and research are presented chronologically. so the development and connections can be observed. A special sixth area chronicles the Academy of Process Educators as a case study in a successful professional learning community.
  • Education News

    Education News

    The early months of 2026 have been a period of intense anxiety for faculty and staff across U.S. higher education. Based on developments from January to March 2026, here are four areas of concern for higher education professionals:

    Research Funding “Settlements” and Grant Terminations

    Faculty are increasingly alarmed by the use of federal research dollars as a bargaining chip. While the Senate moved to reject 40% cuts to the NIH and NSF in January 2026, the administration has used the Department of Government Efficiency (DOGE) to bypass traditional channels. In March 2026, the National Endowment for the Humanities (NEH) issued termination letters for approximately 1,400 grants. Major institutions like Columbia and UPenn have reportedly entered “settlements” with the White House to restore frozen funding in exchange for unspecified concessions regarding campus policies.

    The Weaponization of Accreditation (The AIM Committee)

    In February 2026, the Department of Education officially launched the Accreditation, Innovation, and Modernization (AIM) Committee. Staff and administrators fear this is the “secret weapon” intended to dismantle the current peer-review system. The stated goal is to replace “DEI-based standards” with “intellectual diversity” requirements and outcome-based metrics (like graduate earnings). Professors worry this will allow the federal government to effectively “de-accredit” schools that do not align with the administration’s ideological priorities.

    Mandated Race Data Collection and “Witch Hunt” Fears

    On March 11, 2026, a coalition of 17 states sued the administration over a new mandate requiring colleges to collect and report seven years of detailed race, gender, and income data for all applicants. Professors and admissions officers are concerned that this data is being weaponized to identify and punish institutions that continue to practice holistic admissions. Faculty at some institutions have reported a “chilling effect,” where they fear that even private internal discussions about equity could be subject to federal subpoenas.

    Deportation of Protesting Non-Citizen Scholars

    A major point of contention for faculty unions (like the AAUP) is the administration’s policy of revoking visas and initiating “self-deportations” for international students and faculty who participate in campus protests. In March 2026, lawsuits were filed highlighting cases where non-citizen instructors were placed on leave or faced detention for political speech. This has led to widespread “self-censorship” among international scholars, who represent a vital part of the U.S. research workforce.

    There are ongoing and significant shifts in higher education policy as the Trump administration continues its effort to reorganize the Department of Education (ED) and implement the One Big Beautiful Bill Act (OBBBA).

    Massive Overhaul of Federal Student Loan Regulations

    Following a 30-day public comment period that ended on March 2, the Department of Education is moving forward with a regulatory package that fundamentally changes how graduate students borrow money. The new rules implement the OBBBA’s elimination of the Grad PLUS program, replacing it with strict annual and aggregate loan caps for graduate and professional degrees. The administration argues this will force universities to lower tuition, while critics warn it may limit access to high-cost degrees like medicine and law.

    Multi-State Lawsuit Against DEI Data Collection

    On March 11, New York Attorney General Letitia James and a coalition of 16 other state attorneys general sued the administration over its new “Admissions and Consumer Transparency Supplement.” This mandate requires colleges to report seven years of detailed admissions data broken down by race, gender, and income. The administration claims the data is needed to root out unlawful “affirmative action” disguised as DEI, while the lawsuit alleges the survey is an illegal “witch hunt” that violates student privacy and administrative laws.

    Appellate Court Blocks Federal Funding Freeze

    The U.S. Court of Appeals for the First Circuit upheld a ruling on March 17 that blocks the administration’s “sweeping” suspension of federal agency funding. Originally imposed by the OMB in early 2025, the freeze had targeted billions in grants, specifically those related to Diversity, Equity, and Inclusion (DEI) and climate change within universities. The court ruled that the freeze likely exceeded presidential authority and undermined the separation of powers.

    There’s always good news, if you look carefully enough!

    Continued Growth in Diverse Student Enrollment

    New data from the Common App, reported on March 13, revealed that Black students are the fastest-growing demographic among applicants for the current cycle. Analysts noted that despite the 2023 Supreme Court ruling on race-conscious admissions, applications from underrepresented students have shown “no meaningful deviations” from previous upward trends. This suggests that university outreach efforts and simplified application processes are successfully maintaining a diverse pipeline of talent.

    Seattle University’s Technology Ethics Student-Scholar Program

    Seattle University highlighted the progress of its new Technology Ethics Initiative, which pairs students with faculty to co-author research on the “Wild West” of technology law and AI ethics. By providing stipends and seed funding, the university is integrating high-level research into the undergraduate and law school experience, focusing on “public-interest technology” that serves society.

  • Episode 9: Getting from THINKING they know to KNOWING they know

    Episode 9: Getting from THINKING they know to KNOWING they know

    Listen on (click to choose)…

    Do you ever feel a disconnect between the content you’ve carefully planned and meticulously taught and what your students actually walk away with?

    You’re not alone. Research highlights a significant gap: while faculty often test for high-level working expertise, many students are still stuck at the level of basic information processing. This gap doesn’t just lead to student frustration—it can lead to professional burnout for educators who feel like they’re trying to fill a sieve with water when what they really want is to foster growth and success in their students.

    The solution to this common and depressing situation is teaching students the skills required for self-validation.

    What is Self-Validation?

    It’s the bridge that allows a learner to move from thinking they know to knowing they know. When students—and professionals—cultivate these skills, they stop being passive recipients of information and start “owning” their learning. This is the foundation of lifelong learning and personal growth.

    To build the bridge across the gap between thinking and knowing, we have to shift our mindset. Instead of simply covering our disciplinary content, we need to become facilitators (mentors of learning) who help students learn to take primary responsibility for their own choices. There are 7 techniques that help students learn to validate their own mastery:

    1. Concretize the knowledge: Apply concepts to real-world, specific examples to test perceptions.
    2. Transfer contexts: Challenge yourself (and your students) to apply knowledge in at least three significantly different environments.
    3. Generalize the knowledge: Identify the boundaries of a solution to ensure it is robust and valuable.
    4. Create a general model: Construct a representation that covers all possible cases—something so clear it can be used to teach others.
    5. Identify critical issues: Surface the top five assumptions or questions that define the “boundaries” of the knowledge.
    6. Use in problem-solving: Demonstrate effectiveness by solving a real problem under pressure without a manual.
    7. Teach others: True mastery is validated when you can effectively guide someone else to the same level of understanding.

    Why This Matters (beyond the classroom)

    Self-Validation skills are hierarchical, and there is no upper limit to strengthening them in your own professional practice. By modeling these techniques, you aren’t just helping students pass a test; you are exercising “tough love” that prepares them—and you—for the challenges of life beyond the institution.

    When students begin to validate their own work, their confidence soars, and they become “full partners” in the learning process. As one student put it: “If I don’t push myself to learn to grow, nobody else will, and I won’t excel to my full potential”.

    Are you ready to stop validating for your students and start helping them validate for themselves?

  • Elevate your IMPACT Pre-conference Workshops

    Elevate your IMPACT Pre-conference Workshops

    Join Us for Professional Development Workshops on June 1 (the day before PE Conference 2026 kicks off!)

    Register for the Workshops

    In the pursuit of academic excellence, the most impactful educators are those who never stop learning. As we prepare for the 2026 Process Education Conference (PEConf), we are excited to announce two intensive, high-impact workshops designed for higher-education professionals dedicated to transforming student outcomes and their own professional practice.

    These sessions are more than just seminars; they are interactive laboratories designed to provide you with actionable tools and research-based strategies you can implement immediately.

    Morning Session (8:30 am – 11:30 am PT)

    Process Education Through the Lens of Assessment: A Five-Level Journey

    Ideal for educators new to Process Education or those looking to deepen their mastery of student learning outcomes, this workshop guides participants through a “Five-Level Journey.” You will navigate through five interactive activities aligned with the core pillars of Process Education: learning, performing, assessing, growing, and self-mentoring.

    What to expect:

    • The SII Model: Experience real-time growth guided by the Strengths–Improvements–Insights (SII) assessment framework.
    • Practical Metacognition: Practice providing and receiving high-level peer feedback that goes beyond simple grading.
    • The Take-Home Toolkit: Every participant leaves with a specialized toolkit designed to support continued practice and adaptation in your specific academic context.

    Facilitators: Josh Morrison, Tris Utschig, and Steve Beyerlein

    Afternoon Session (12:15 pm – 3:15 pm PT)

    Fundamental Principles and Practices of Team-Based Learning (TBL)

    As teamwork becomes a non-negotiable skill in the modern workforce, Team-Based Learning (TBL) has emerged as a gold-standard pedagogy. This workshop offers an introductory overview of TBL specifically tailored for the Process Education community. You will explore how to move students from passive listeners to active collaborators through a sequence of individual preparation, teamwork, and immediate feedback.

    Why attend this session?

    • Evidence-Based Pedagogy: Learn how TBL utilizes continuous assessment to ensure student accountability and conceptual mastery.
    • Certification Path: This is the first of five workshops in the Knowledge of the Fundamentals of TBL series—a perfect starting point for those seeking formal TBL certification.
    • Integrated Success: Evaluate the unique benefits of TBL within the context of Process Education to maximize student engagement.

    Facilitators: Dr. William Ofstad, Dr. Leanne Coyne, and Dr. Yuqin Hu

    Why Invest in These Workshops?

    Whether you attend one or both, these sessions offer a rare opportunity to collaborate with industry leaders and like-minded peers. By focusing on the intersection of assessment and teamwork, you are investing in a more resilient, self-directed learning environment for your students—and a more rewarding professional journey for yourself.

    Register for the Workshops

    Registration Note: These workshops are designed to be highly interactive, so seating is limited to ensure a high-quality experience for all attendees.

  • Self-Growth Tip: Getting on Top of the Recurring Problem

    Self-Growth Tip: Getting on Top of the Recurring Problem

    Imagine this:

    You’re at bat during a baseball game and you’re repeatedly hit by the ball the pitcher throws. It is upsetting and hurts every time. Your immediate reaction each time you’re hit is confusion and anger. And your first thought is probably that the pitcher really sucks or is trying to hurt you.

    The only way to begin to deal with the situation is by stepping away, both physically and mentally. THEN you can begin to figure out why you keep getting hit by the ball. Stepping away allows you to…

    1. Stop getting hit (this part is really important because it’s hard to think objectively when the hits just keep coming) and
    2. Figure out what all those instances of getting hit by the ball have in common.

    Guess what? Every time you were hit by the ball, you were actually standing ON home plate instead of beside it. Of course you were getting hit by the ball over and over again!

    As amusing as this scenario may be, it also works as a metaphor for what happens when we repeatedly encounter the same concern, issue, or barrier multiple times (remember the movie Groundhog Day?). We can’t repeat our way out of a recurring situation and while crying may make us feel a bit better, it doesn’t stop the next ball from coming. When we recognize the repetition, we need to step back and examine the TYPE of situation that is repeating rather than each specific time we’re hit by the proverbial ball. There’s something all those situations have in common…what is it? What can we change?

    Sometimes we need to shift from affective reaction (crying, for instance) to cognitive exploration. Consider thinking from the pitcher’s perspective…where are they taught to throw the ball? Or other batters: Where do they stand when at bat? 

    A real life example (because we hopefully know better than to stand on home plate) is when we get that nagging feeling that others might not respect us. When we feel this repeatedly, we need to step away from ‘home plate’ to stop feeling and reacting on that basis. Instead, we can look around ourselves, exploring the contexts in which these feelings occur and what they have in common. Once we know that, we can begin to plan the changes we can make so we don’t keep getting hit by the “people don’t respect me” ball.

  • Targeting a Learning Skill: ILLUSTRATING

    Targeting a Learning Skill: ILLUSTRATING

    Improving the skill of Illustrating—enhancing a message with images, props, drawings, or body language—is critical because there is a direct correlation between refining such skills and being successful as a student. As a learning skill, illustrating is not limited to a single context; it is embedded in everyday behavior and can be consciously improved to increase the effectiveness of overall learning.

    Ideas for helping young children develop the skill

    Teaching children to use visuals and their bodies to communicate makes their messages more vibrant and easier to understand.

    • Model Illustrating: Children learn by example, so use your hands and nearby objects to “paint a picture” of what you are saying. If you are talking about a big elephant, stretch your arms wide and point it out when the child does the same.
    • Use Specific Gestures: Teach the child that certain movements have meaning. For instance, sweeping your hand can mean “a long time ago,” or pointing to your heart can illustrate “this makes me happy”.
    • The “Mystery Prop” Game: Give the child a random object (like a spoon or a hat) and ask them to tell a story where that object represents something else. This helps them learn to use props to enhance their message.
    • Open-Ended “Show Me” Questions: Instead of just asking “How was your day?”, ask “Can you show me with your face and body how you felt at recess?”. Modeling this response teaches them to engage thoughtfully and use their full physical attention to communicate.

    Ideas for helping students in the liberal arts develop the skill

    In the liberal arts, the ability to illustrate abstract concepts through physical or visual metaphors is the “single best tool” for deeper communication.

    • The Persona Interview with Props: Incorporate theater into history or literature courses. Have a student take on the persona of someone like Emily Dickinson or Freud, but require them to use three specific props or drawings to explain their core philosophy to the “audience”.
    • Empathy through Body Language: Use role-playing to practice how body language can change the “message” of a historical text. Students can experiment with how standing tall versus slouching changes the impact of a famous speech.
    • Moderated Visual Discussions: Instead of a standard debate, have students draw “concept maps” on a board as they talk. This forces them to extract maximum meaning from one another by visualizing how their ideas connect or overlap.

    Ideas for helping students in STEM courses develop the skill

    For STEM students, illustrating is vital for turning complex data into understandable schemas.

    • Spot-Modeling Diagrams: As students work in teams, the instructor should do “spot models” of how to quickly sketch a diagram to solve a problem. Focus on the process of illustrating the logic rather than the artistic quality of the drawing.
    • “Clients and Specifications” with Visuals: Play a game where the instructor is a client who needs a structural or biological problem solved but doesn’t understand technical jargon. Students must use props, drawings, or body language to explain their solution so the “client” can visualize it.
    • Teaming and Collaboration: Use whiteboards or digital shared spaces where students must “illustrate” their mathematical thinking to their peers to ensure everyone is following the same schema.

    Fun ideas for developing the skill with family or friends

    Personal interactions are perfect for practicing how to make your messages more engaging through illustration.

    • The “Silent Subtitle” Challenge: Watch a foreign film and mute the sound. Try to guess the message of the scene based solely on the characters’ body language and the “props” in their environment. Discuss with a friend what perspectives and motivations you found through these visual cues.
    • The “Ineffective Illustration” Game: Watch a show or commercial and try to catch instances where a character’s body language doesn’t match what they are saying. Make a note of these contradictions and compare with a friend to see who caught the most “mixed messages”.
    • Catch the Drift: Notice when someone’s attention drifts while you are talking. Use it as a cue to “illustrate”—grab a nearby object or use a more descriptive gesture to bring their attention back and make your point clearer.
  • The Self-Growth Research Summit

    The Self-Growth Research Summit

    FREE for anyone who wants to attend, both in-person or online. Details will follow next month!

    The 2026 PE Conference offers two complementary pathways for faculty development—each designed to strengthen both professional practice and scholarly engagement in learning and self-growth.

    The main conference provides a broad exploration of proven Process Education practices—helping faculty enhance teaching, assessment, mentoring, and course design. It is ideal for those looking to improve learning environments and student performance using established methods. In contrast, the Self-Growth Research Summit is an immersive, collaborative experience where participants actively investigate how growth works at a deeper level. Rather than simply learning best practices, attendees engage in analyzing research, defining key concepts, and co-creating new frameworks, contributing directly to the evolving scholarship of self-growth .

    For faculty, this creates a powerful developmental opportunity:

    • The conference builds breadth—expanding your toolkit as an educator.
    • The research summit builds depth—strengthening your ability to understand, study, and intentionally develop growth in yourself and others.

    Participants in the summit not only leave with practical insights, but also with a heightened capacity for self-directed learning, reflective practice, and scholarly contribution—key elements of becoming a self-grower .

    Self-Growth Research Summit: Session Overview

    Session 1: The Self-Growth System — Foundations, Breakthroughs, and Open Questions

    Time: Monday, 4:00 – 5:45 PM

    What You’ll Experience:
    Gain a clear and accessible overview of the Self-Growth framework, including how individuals can intentionally guide their own development over time. Through guided discussion, participants explore major discoveries, core principles, and practical tools—while identifying important open questions for future research.

    Session 2: Defining the Self-Grower — What Does Independent Growth Look Like?

    Time: Monday, 6:15 – 8:00 PM

    What You’ll Experience:
    Work with colleagues to define what it means for someone to truly take ownership of their growth. You will translate ideas like reflection, intentionality, and planning into concrete behaviors—helping clarify what faculty can realistically expect and support in their students.

    Session 3: Mapping What We Know — Insights from Existing Research

    Time: Tuesday, 4:00 – 5:45 PM

    What You’ll Experience:
    Engage in small-team analysis of published research to uncover key findings about learning and self-growth. This session helps participants quickly get oriented to the field while identifying patterns, gaps, and opportunities for new investigation.

    Session 4: Organizing the Field — Key Domains of Self-Growth

    Time: Tuesday (Evening continuation)

    What You’ll Experience:
    Help structure the emerging field of self-growth by organizing ideas into major domains such as principles, capabilities, and internal roles. Participants co-create a clearer map of the field, making it easier to teach, research, and apply in educational settings .

    Session 5: Learning from Practice — What Actually Changed in Participants?

    Time: Wednesday

    What You’ll Experience:
    Examine real experiences from a six-month self-growth project in which individuals practiced weekly reflection and intentional planning. This session highlights what worked, what was challenging, and what led to meaningful changes in how participants approached their lives and work .

    Session 6: From Ideas to Action — Building the Future of Self-Growth Practice

    Time: Final Session

    What You’ll Experience:
    Synthesize insights from the summit to develop practical frameworks, research directions, and applications for your own context. Participants leave with both actionable strategies and potential scholarly contributions to advance teaching, learning, and self-growth.

    Why Attend the Research Summit?

    • Strengthen your own growth practices through structured reflection and intentional planning
    • Gain clarity on how to develop self-directed learners in your courses
    • Engage in meaningful scholarship that shapes the future of Process Education
    • Collaborate with a community of educators committed to improving learning and Quality of Life

    By combining participation in the main conference with the research summit, faculty move beyond simply applying best practices—they begin to understand, refine, and create them, positioning themselves as both effective educators and contributors to the advancement of self-growth education.

  • Designing Engineers of the Future

    Designing Engineers of the Future

    This fall, a new Introduction to Engineering course will launch in the Mechanical Engineering program at Eastern Michigan University. Rather than serving as a survey of the field, this course is designed as the first step in developing an engineer of the future.

    At its core is a guiding idea:

    Engineering is the disciplined practice of altering reality by design—and engineers are developed through engaging in that process.

    A Realization-Centered Framework

    The course is grounded in Mohamed El-Sayed’s Theory of Realization, which frames both engineering work and human development through stages of inception, conception, maturation, and becoming. Students experience realization not only as a process for creating solutions, but also as a pathway for becoming an engineer.

    To make this actionable, the course is organized around five lenses:

    • Identity & Responsibility
    • Disciplined Engineering Thinking
    • Development & Validation
    • Accountable Engineering Practice
    • Reflective Development

    These lenses emphasize both what engineers do and who engineers become, providing a consistent framework across activities, discussions, and assessments.

    From Exposure to Formation

    Many introductory courses emphasize exposure—what engineers do or what tools they use. This course instead emphasizes formation.

    Students engage in multiple realization cycles where they:

    • structure problems before solving them
    • develop and test design ideas
    • use evidence to guide decisions
    • refine solutions through iteration

    In doing so, they encounter three fundamental modes of engineering activity:

    • Problem Solving – altering the state of a situation
    • Design – altering physical reality
    • Research – altering our understanding of reality

    All three involve decision-making and movement from unacceptable to acceptable states, but differ in what aspect of reality they transform.

    Learning to Learn as a Core Capability

    A defining feature of the course is its emphasis on learning to learn. Through structured weekly reflection and improvement planning, students develop the ability to assess their performance, interpret feedback, and direct their own growth.

    This supports a critical transition:

    from following instructions to becoming a self-directed learner.

    Professional Practice from Day One

    Students also develop habits of accountable engineering practice, particularly in team settings. They learn how to conduct effective meetings, make and document decisions, and align their work with defined criteria—skills central to professional engineering.

    An Invitation

    This course represents an effort to rethink the role of introductory engineering education—not as content coverage, but as the beginning of professional formation.

    For faculty interested in integrating learning to learn into technical programs from the start, this approach offers a model worth exploring.