What are Some Examples of Process Learning at Sinclair?

Traditional Classroom (Liberal Arts and Sciences Division)

English instructor Bobbie Easterling has used process learning activities in her English courses. She has observed an improvement in her students' ability to use self- and peer-assessment to improve their writing. Her students worked in teams to determine specific performance criteria for a writing assignment and then used those criteria to assess the quality of their writing.

Clinical Classroom (Allied Health Division)

Bev VanDenEinde, Associate Professor of Radiology Technology, has incorporated process learning activities into her clinical instruction areas. Her students participate in teams as they study x-ray films for defects in proper positioning, contrast, and technique. Professor VanDenEinde has watched her students' skill develop rapidly as they work together to discover proper x-ray techniques through review and analysis of defective x-rays.

Interactive Classroom (Business Technologies Division)

Debbie Badonsky, former practicing attorney and current Paralegal Department professor, developed and piloted process learning activities in Sinclair's Interactive Classroom in Building 13. Her paralegal students participated in teams based at Lexis/Nexis and on campus at Sinclair. Using a facilitator on site at Lexis/Nexis, Professor Badonsky led her students to new discoveries through activities she wrote and by using two texts produced by Pacific Crest Software, Foundations of Learning and Learning Assessment Journal.

Distance Learning (Liberal Arts and Sciences Division)

Professor Bill Struhar produced two psychology courses on the Web. His courses were the first produced by Sinclair that did not require a textbook and did not require the student to come to campus for testing. Through use of his original paintings, digital artwork, and activity design, Professor Struhar used forums and down-to-earth, student-centered dialogue to engage students in Internet-based collaborative efforts.

Other distance learning opportunities exist as we analyze successful distance efforts and build on those successes. By testing effective models in the distance area, we hope to advance those models for others' distance development efforts.

Tapping Into the Need

Anna Mays, Sinclair Support Services director, has proposed a Center for Interactive Learning (CIL) project that meshes well with the intent of process learning. Her proposal suggests the use of a student assessment test, the Learning and Study Strategies Inventory (LASSI), which could be provided in the CIL. Using a computerized version of a self-assessment tool, students would test themselves to identify needs in their learning, study practices, and attitudes (skill, will and self-regulation). A Foundations of Learning module or course might be one type of follow-up referral, depending upon the student's needs. Currently efforts are underway to develop embedded learning modules to support the need for a Foundations of Learning course; a team is also exploring needs for a Foundations of Distance Learning course, too.