1. Building a Learning Community: An SJDC Faculty Workshop Ginger Holden, Learning Communities Coordinator

2. Workshop Objectives Provide overview of learning communities Introduce Delta’s learning communities website Share steps to forming a learning community Present keys ways to link learning community classes Discuss tips generated from successful learning communities Review and address learning community challenges

3. 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

4. A STUDENT AND FACULTY RESOURCE LEARNING COMMUNITIES Learning Communities Website

5. 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 Form Attend learning communities faculty workshop the semester prior to teaching in your community

6. Ways to Link Learning Community Classes Create shared class policies Establish shared student learning outcomes (SLOs) Design integrated assignments or activities

7. Example Implementation Absences Lateness/Leaving Early Laptop usage Late assignments Plagiarism Cell phone usage Proper 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

8. 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

9. 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

10. 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

11. Tips for a Successful Learning Community Learning Community Challenges Handout available on the Learning Communities Faculty Resources pageFaculty Resources Handout available on the Learning Communities Faculty Resources pageFaculty Resources Experienced Faculty Feedback

12. 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 websiteLearning Communities

13. Questions?