Building a Learning Community: An SJDC Faculty Workshop

Ginger Holden, Learning Communities Coordinator

Workshop Objectives

Provide overview of learning communitiesIntroduce Delta’s learning communities

websiteShare steps to forming a learning communityPresent keys ways to link learning community

classesDiscuss tips generated from successful

learning communitiesReview and address learning community

challenges

What is a Learning Community?

Why are Learning Communities successful?

Two or more classes linked together by a common theme or context

Class assignments and activities are often interrelated

The same students enroll in all classes within the learning community

A sense of “community” is fostered among instructors and students

Course content is relevant to students’ career or personal interests

Students meet others who share common goals

Faculty and students experience greater interaction

Significant number of students are retained in classes

Learning Communities Overview

A STUDENT AND FACULTY RESOURCE

LEARNING COMMUNITIES

Learning Communities Website

Steps to Forming a Learning Community

Discuss LC concept with learning communities coordinator

Find faculty with whom you would like to collaborate

With LC partner(s), create learning community theme and description

Submit theme and description along with learning community class information to LC coordinator

Sign Learning Communities Request FormAttend learning communities faculty workshop

the semester prior to teaching in your community

Ways to Link Learning Community Classes

Create shared class policiesEstablish shared student learning outcomes

(SLOs)Design integrated assignments or activities

Example Implementation

AbsencesLateness/Leaving EarlyLaptop usageLate assignmentsPlagiarismCell phone usageProper attire (e.g.

uniform, professional demeanor)

Etc.

Devise shared class policies with your learning community partner(s)

Include shared policies on your learning community course information sheet

Review shared policies with your learning community students early in the semester

Coordinated Class Policies

Example Implementation

Speech 100/History 101

• Demonstrate skill development in critical listening

• Explain the functions of history and communication in society

• Demonstrate the ability to use historical evidence in persuasive speech

• Illustrate increased critical awareness of historical figures who have shaped American ideas of freedom

Compare your student learning outcomes with those of your learning community partner(s) and look for shared outcomes

Use shared outcomes to help create integrated assignments and assess the success of your learning community students

Include shared outcomes on your course information sheet

Review shared outcomes with your learning community students early in the semester

Shared Student Learning Outcomes

Example Example

Com St 1A/Eng 1A/Libry 1(Informative Research on Career)

• Preliminary career research in Libry 1 (six sources)

• 4-page career essay in Eng 1A, using library research

• 6-8 minute informative career speech in Com St 1A, using library research and following essay submission

Eng 79/CAT 90(Definition Essay)

• Write a definition essay explaining a significant concept or term utilized in Caterpillar Undercarriage and Final Drives (e.g. torque, traction, differential, finesse, etc). To help readers understand your concept/term, use various methods of development, such as description, illustration, narration, process analysis, and classification.

Integrated Assignments/Activities

Questions to Consider Implementation

• What concepts or topics can be shared within the learning community classes?

• What skill(s) learned in one learning community class can be applied in the other?

Working with your learning community partner(s), create an activity/assignment utilizing the skills or knowledge learned in each other’s learning community class

At least one linked assignment should appear in each class within the learning community to demonstrate true integration

Developing Integrated Assignments

Tips for a Successful Learning Community

Learning Community Challenges

Handout available on the Learning Communities Faculty Resources page

Handout available on the Learning Communities Faculty Resources page

Experienced Faculty Feedback

Workshop Summary

Learning communities provide innovative curricular opportunities for faculty to stimulate their teaching and increase student learning

Learning communities WORK when they contain three core components: integrated assignments, instructors who communicate on a regular basis, and students who enroll in all courses within the community

For additional faculty resources, detailed learning community descriptions, and general learning communities information, access Delta’s Learning Communities website

Questions?