Process-based Learning: A Model of Collaboration

Cape Breton University’s (CBU) Community Studies Department works collaboratively to design, implement, and evaluate the core courses of the Bachelor of Arts Community Studies (BACS) degree program. These core courses are called Community Studies (COMS). Unlike other departments, the COMS department is not formed around one particular discipline. The faculty backgrounds are from disciplines such as sociology, adult education, women’s studies, kinesiology, and social work. This mixture of backgrounds, along with the ability to work collaboratively, has been a source of strength for the department. The COMS courses involve process-based learning. Some of the components of these courses are group work, problem solving, critical thinking, reflective learning, self-directed learning, and experiential learning. The role of the faculty is to facilitate the learning objectives of these core courses for the students rather than lecturing on specific topics. Consultation, collaboration and the sharing of materials and ideas among the faculty are vital to teaching in this non-traditional environment. Reviewing teaching methods, course outlines and objectives as well as graduate outcomes are ongoing practices. The students in these courses also need to collaborate. They work in groups to carry out their research and other activities. This paper highlights a model of faculty collaboration and student collaboration in the COMS 300 Community Intervention courses. Students in these process-based learning courses are expected to conduct research and implement projects that address community issues.