GUIDE TO DEVELOPING INSTRUCTIONAL
PROCESS STATEMENTS
Instructional processes describe the instructional activities
that provide the means through which students will achieve the stated
objectives of a course. Processes must be included that develop or strengthen
students' general education skills, connect course activities or material to
the workplace, to subsequent coursework, or to other aspects of life, and
ensure students are actively engaged in the learning process.
Instructional processes must be descriptive of the strategies and methods
employed in the course. Each process should be referenced to TBR’s general education outcomes, a school-to-career
transitional strategy, or an active learning strategy.
Examples from various
General Education Goals, 2008-2010
I. Communication
Outcome: The goal of the Communication requirement is to enhance
the effective use of the English language essential to students’ success
in school and in the world by way of learning to read and listen critically and
to write and speak thoughtfully, clearly, coherently, and persuasively. To
achieve this outcome, students will demonstrate the ability to:
1. Analyze
and evaluate oral and/or written expression by listening and reading critically
for elements that reflect an awareness of situation, audience, purpose, and
diverse points of view.
2. Distill a primary purpose into a single, compelling
statement and order and develop major points in a reasonable and convincing
manner based on that purpose.
3. Develop appropriate rhetorical patterns (i.e. narration,
example, process, comparison/contrast, classification, cause/effect,
definition, argumentation) and other special functions
(i.e., analysis or research), while demonstrating writing and/or speaking
skills from process to product.
4. Understand that the writing and/or speaking processes
include procedures such as planning, organizing, composing, revising, and
editing.
5. Make written and/or oral presentations employing correct
diction, syntax, usage, grammar, and mechanics.
6. Manage and coordinate basic information gathered from
multiple sources for the purposes of problem solving and decision-making.
7. Recognize the use of evidence, analysis, and persuasive
strategies, including basic distinctions among opinions, facts, and inferences.
II. Humanities
and/or Fine Arts Outcome: The goal of the Humanities and/or Fine
Arts requirement is to enhance the understanding of students who, as citizens
and educated members of their communities, need to know and appreciate their
own human cultural heritage and its development in a historical and global
context. Also, through study of Humanities and/or Fine Arts, students will
develop an understanding, which they otherwise would not have, of the present
as informed by the past. To achieve this outcome, students will demonstrate the
ability to:
1. Analyze
significant primary texts and works of art, ancient, pre-modern, and modern, as
forms of cultural and creative expression.
2. Explain the ways in which humanistic and/or artistic
expression throughout the ages expresses the culture and values of its time and
place.
3. Explore global/cultural diversity.
4. Frame a comparative context through which they can
critically assess the ideas, forces, and values that have created the modern
world.
5. Recognize the ways in which both change and continuity
have affected human history.
6. Practice the critical and analytical methodologies of the
Humanities and/or Fine Arts.
III. Social/Behavioral
Sciences Outcome: The goal of the Social/Behavioral Sciences
requirement is (a) to develop in the student an understanding of self and the
world by examining the content and processes used by social and behavioral
sciences to discover, describe, explain, and predict human behavior and social
systems; (b) to enhance knowledge of social and cultural institutions and the
values of this society and other societies and cultures in the world; and (c) to
understand the interdependent nature of the individual, family, and society in
shaping human behavior and determining quality of life. To achieve this
outcome, students will demonstrate the ability to:
1.
Recognize, describe, and explain social institutions, structures, and processes
and the complexities of a global culture and diverse society.
2. Think critically about how individuals are influenced by
political, geographic, economic, cultural, and family institutions in their own
and other diverse cultures and explain how one’s own belief system may
differ from others.
3. Explore the relationship between the individual and
society as it affects the personal behavior, social development and quality of
life of the individual, the family and the community.
4. Examine the impact of behavioral and social scientific
research on major contemporary issues and their disciplines’ effects on
individuals and society.
5. Using the most appropriate principles, methods, and
technologies, perceptively and objectively gather, analyze, and present social
and behavioral science research data, draw logical conclusions, and apply those
conclusions to one’s life and society.
6. Take ethical stands based on appropriate research in the
social and behavioral sciences.
7. Analyze and communicate the values and processes that are
used to formulate theories regarding the social context of individual human
behavior in the social and behavioral sciences.
IV. History
Outcome: The goal of the History requirement is to develop in
students an understanding of the present that is informed by an awareness of
past heritages, including the complex and interdependent relationships between
cultures and societies. To achieve this outcome, students will demonstrate the
ability to:
1. Analyze
historical facts and interpretations.
2. Analyze and compare political, geographic, economic,
social, cultural, religious and intellectual institutions, structures, and
processes across a range of historical periods and cultures.
3. Recognize and articulate the diversity of human experience
across a range of historical periods and the complexities of a global culture
and society.
4. Draw on historical perspective to evaluate contemporary
problems/issues.
5. Analyze the contributions of past cultures/societies to
the contemporary world.
V. Natural
Sciences Outcome: Issues in today’s world require scientific
information and a scientific approach to informed decision making. Therefore,
the goal of the Natural Science requirement is to guide students toward
becoming scientifically literate. This scientific understanding gained in these
courses enhances students’ ability to define and solve problems, reason
with an open mind, think critically and creatively, suspend judgment, and make
decisions that may have local or global significance. To achieve this outcome,
students will demonstrate the ability to:
1. Conduct
an experiment, collect and analyze data, and interpret results in a laboratory
setting.
2. Analyze, evaluate and test a scientific hypothesis.
3. Use basic scientific language and processes, and be able
to distinguish between scientific and non-scientific explanations.
4. Identify unifying principles and repeatable patterns in
nature, the values of natural diversity, and apply them to problems or issues
of a scientific nature.
5. Analyze and discuss the impact of scientific discovery on
human thought and behavior.
VI. Mathematics
Outcome: To expand students’ understanding of mathematics
beyond the entry level requirements for college and to extend their knowledge
of mathematics through relevant mathematical modeling with applications,
problem solving, critical thinking skills, and the use of appropriate
technologies. To achieve this outcome, students will demonstrate the ability
to:
1. Build
on (not replicate) the competencies gained through the study of two years
of high school algebra and one year of high school geometry.
2. Use mathematics to solve problems and determine if the
solutions are reasonable.
3. Use mathematics to model real world behaviors and apply
mathematical concepts to the solution of real-life problems.
4. Make meaningful connections between mathematics and other
disciplines.
5. Use technology for mathematical reasoning and problem
solving.
6. Apply mathematical and/or basic statistical reasoning to
analyze data and graphs.
VII. Technological
Literacy Outcome: The goal of the Technological Literacy
requirement is to develop in the student an understanding of the role of
technology in society and the skills necessary to adapt to changing technology.
Students will also learn to gather and disseminate current and historical information
in their field of specialization to aid them in making informed decisions. To
achieve this outcome, students will demonstrate the ability to:
1. Perform
routine personal computer operations.
2. Communicate effectively using the Internet.
3. Identify information resources, facilities, and personnel
appropriate to their needs.
4. Access information using manual and electronic systems.
5. Evaluate retrieved information to determine its relevance
to intended use.
6. Use retrieved information in making decisions
Transitional
Strategies - The
activities list below is NOT a list from which strategies must be selected. It
is presented only to suggest ideas for classroom activities that could assist students
in seeing the relevance of what they are learning in class to their
professional careers, to subsequent coursework, or to other aspects of their
lives. Transitional strategies include:
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Career exploration research |
Job shadowing |
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Business |
Volunteer activities |
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Participation in relevant
out-of-class events |
Simulations |
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Guest lectures from the
community |
Internships |
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Interviews with
professionals/political, social leaders |
Mentoring |
Active Learning Strategies - An active learning strategy might be defined as an
activity that requires students to DO something...the instructor can be sure
that each student did it. A passive learner receives information; an active
learner uses information to accomplish a task. Active learning strategies are
not limited to group work, although organized group activities are an effective
way to involve students in the learning process. Active learning strategies
include:
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Group projects/assignments |
Role playing |
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Participation in relevant
out-of-class events |
Games |
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Student-generated course
material |
Brainstorming sessions |
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Round-Robin Problem Solving |
Peer critiques |
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Student-led discussions |
Structured in-class debates |
EXAMPLE INSTRUCTIONAL PROCESS STATEMENTS
ENGL 1010 English Composition I
Students will
1. Collaborate in
teams for peer review of drafts to analyze audience and message, to develop and
organize ideas, and to evaluate drafts as to effectiveness and clarity. Communication
Outcome, Transitional Strategy, Active Learning Strategy
2. Analyze and write
sample business letters using word processing software. Communication
Outcome, Technological Literacy Outcome, Transitional Strategy, Active Learning
Strategy
3. Listen to guest
speakers from various businesses to discover demands of written communication
in the work world. Transitional Strategy
4. Read assigned
essays and participate in class discussion. Communication Outcome,
Transitional Strategy, Active Learning Strategy
5. Write analytical,
expository essays using word processing software. Communication Outcome,
Technological Literacy Outcome, Transitional Strategy, Active Learning Strategy
6. Develop research skills
using the Internet and library resources to find information pertinent to
essays requiring documentation. Communication Outcome, Technological
Literacy Outcome, Transitional Strategy, Active Learning Strategy
7. Develop oral
presentation skills to present individual and group information from research,
using tables, graphs, and/or charts to help draw conclusions from the data. Communication
Outcome, Transitional Strategy, Active Learning Strategy
8. Internalize the
work ethic by regularly attending class, being punctual, being dependable,
cooperating with the teacher and other classmates, contributing to class
discussion and projects, and acting in a professional manner while in class. Transitional
Strategy, Active Learning Strategy
SOC 1020 Social Problems and Social Change
Students will
1. Research and write
a report on a specific social problem. Communication Outcome,
Social/Behavioral Sciences Outcome, Technological Literacy Outcome
2. Research the internet
to find current information on social problems. Technological Literacy
Outcome
3. Use oral
presentation skills to present findings from research. Communication Outcome,
Technological Literacy Outcome
4. Use teamwork to
debate social problems. Social/Behavioral Sciences Outcome, Active Learning
Strategy
5. Participate as a
volunteer with a local agency to learn more about career opportunities and
about various dimensions of social problems. Social/Behavioral Sciences
Outcome, Transitional Strategy, Active Learning Strategy
6. Practice elements
of the work ethic, such as punctuality, professionalism, dependability,
cooperation, and contribution. Transitional Strategy, Active Learning
Strategy
BIOL 1120 General Biology II
Students will
1. Locate and
evaluate related scientific information in the ERC and on the World Wide Web. Technological
Literacy Outcome
2. Use related
equipment and tools for making biological measurements and observations. Natural
Sciences Outcome, Technological Literacy Outcome
3. Collect data,
generate graphs and tables of the collected data, summarize the data and draw
conclusions from the data. Natural Sciences Outcome, Technological Literacy
Outcome
4. Read and critique
scientific writings. Communication Outcome
5. Develop a
vocabulary that allows them to communicate more effectively with their health
care providers. Communication Outcome, Transitional Strategy
6. Participate in
laboratory exercises and lecture activities which develop teamwork, problem
solving, and data analysis. Natural Sciences Outcome, Active Learning
Strategy
7. Select a learning
experience that promotes independent thinking and required sustained effort and
time such as a research project, job shadowing, community service project,
interviews or field trip. Active Learning Strategy
DSPM 0890 Developmental Mathematics
Students will
1. Use graphing
calculators and/or computer software. Mathematics Outcome, Technological
Literacy Outcome
2. Engage in
collaborative activities, e.g., modeling projects, teamwork, presentations,
and/or other activities involving linear, quadratic, and/or radical functions. Mathematics
Outcome, Active Learning Strategy, Transitional Strategy
3. Use multiple approaches
- physical, numerical, graphical, symbolic, and verbal - to solve polynomial,
rational, and radical equations. Mathematics Outcome
4. Actively engage in
a quadratic modeling project that simulates projectile flight and connects 0890
to entry-level college mathematics courses as well as physical science courses.
Mathematics Outcome, Natural Sciences Outcome, Transitional Strategy, Active
Learning Strategy
ART 1730 Western Art II
Students will
1. Develop written
summaries of visual art exhibits that emphasize the cultural implications of
the works observed. Communication Outcome, Humanities/Fine Arts
Outcome, Active Learning Strategy
2. Participate in
interactive discovery exercises that focus on the power and limitations of
cultural conditioning. Humanities/Fine Arts Outcome, Transitional Strategy,
Active Learning Strategy
3. Evaluate the
influence of the visual arts in defining societal issues by identifying and
discussing contemporary and 14th-17th century Western European images that
communicate various positions on significant social and political concerns. Humanities/Fine
Arts Outcome, Active Learning Strategy
Posted:
February 6, 2009