Learning Communities --Phase II BRIDGE Proposal

Definition of a Learning Community “ “Any one of a variety of curricular structures that link together several existing courses – or actually restructure the material entirely – so that students have deeper understanding and integration of the material they are learning, and more interaction with one another and their teachers as fellow participants in the learning experience.” --Gabelnick, MacGregor, Matthews, and Smith (1990)

Constructivism – philosophy of learning Knowledge is actively built by learners as they shape and build mental frameworks to make sense of their environments. Involves the following components: Organizing faculty and students into smaller groups Organizing faculty and students into smaller groups Encouraging integration of the curriculum Encouraging integration of the curriculum Helping students establish academic and social support networks Helping students establish academic and social support networks Providing a setting for students to be socialized to the expectations of college Providing a setting for students to be socialized to the expectations of college Bringing faculty together in more meaningful ways Bringing faculty together in more meaningful ways Focusing faculty and students on learning outcomes Focusing faculty and students on learning outcomes Providing a setting for community-based delivery of academic support programs Providing a setting for community-based delivery of academic support programs Offering a critical lens for examining the first-year experience Offering a critical lens for examining the first-year experience --Shapiro & Levine (1999) Creating Learning Communities

SKILLS INTRO GATEWAY Ethics& Social Issues In Professional Practice SENIOR ASSIGNMENT INTERDISCIPLINARY STUDIES FRESHMAN YEAR SOPHOMORE YEAR JUNIOR YEAR SENIOR YEAR LC Type B LC Type A Health objective

Type A Learning Community  A six-hour seminar with a distinctive title  Integrates a skills course with an introductory course  Co-taught by two faculty members SPC 103 ~~~~~~~~~~ “The 60s: When right was wrong – Outtasight radicals ‘n revolutions” ~~~~~~~~~~ ART 111

PHIL 106ECON 111 HIST 111MUS 111 Type B Learning Communies A skills course linked with an introductory course or an introductory course linked with an introductory course A skills course linked with an introductory course or an introductory course linked with an introductory course Courses meet separately; faculty coordinate where appropriate Courses meet separately; faculty coordinate where appropriate All students enrolled in both courses All students enrolled in both courses

Proposed Model Description Freshman Seminar 6 hours Freshman Seminar 6 hours 5 skills (one skills counted in freshman seminar)12 hours 5 skills (one skills counted in freshman seminar)12 hours Introductory courses in other content areas 6 hours Introductory courses in other content areas 6 hours Gateway course3 hours Gateway course3 hours IS Course3 hours IS Course3 hours Health objective 1 hour Health objective 1 hour Ethics & Social Issues in Professional Practice3 hours Ethics & Social Issues in Professional Practice3 hours BA/BS requirement (see next page)4 hours BA/BS requirement (see next page)4 hours Total General Education 38 hours IGR and II-IC required Service Learning unit must be met Transfer students will take 12 hours unique to SIUE: a transfer seminar, a Gateway course, an IS course, and an Ethics, Research & Professionalism course

BA/BS distinction Bachelor of Arts—Students will complete two semesters of foreign language and waive the communication skills requirement (39 hours) Bachelor of Arts—Students will complete two semesters of foreign language and waive the communication skills requirement (39 hours) Bachelor of Science—Students will complete an additional science course with a lab component. Bachelor of Science—Students will complete an additional science course with a lab component.

Freshman Seminar To assist new freshmen in making the transition to college level work and expectations To assist new freshmen in making the transition to college level work and expectations To orient students to the services and culture of the University To orient students to the services and culture of the University To engage students in an intellectual community of students and faculty To engage students in an intellectual community of students and faculty

Freshman Seminar The CIV (Type A) is the preferred model offering three additional objectives The CIV (Type A) is the preferred model offering three additional objectives To introduce an engaging theme that invites informed inquiry and critical thinking To introduce an engaging theme that invites informed inquiry and critical thinking To develop interpersonal skills including negotiating difference, adapting to new or unexpected circumstances or situations, and working collaboratively as part of a team To develop interpersonal skills including negotiating difference, adapting to new or unexpected circumstances or situations, and working collaboratively as part of a team To gain self-knowledge and grounded values To gain self-knowledge and grounded values CIV 112 Freshman Seminar CIV 112 Freshman Seminar links Univ112 with a developmental writing course links Univ112 with a developmental writing course Students will also take second linked course—Type B—during a subsequent semester Students will also take second linked course—Type B—during a subsequent semester

Health objective A two-credit hour course that combines activity with instruction and wherein students gain the knowledge and skills of personal wellness Students gain an overall assessment of personal wellness Students gain an overall assessment of personal wellness Students understand the impact of lifestyle choices, such as diet, nutrition and sleep, on personal wellness Students understand the impact of lifestyle choices, such as diet, nutrition and sleep, on personal wellness Students apply the components of personal fitness— body composition, cardiovascular endurance, strength and flexibility to personal wellness. Students apply the components of personal fitness— body composition, cardiovascular endurance, strength and flexibility to personal wellness. Students gain the skills necessary to develop a lifetime understanding of personal wellness Students gain the skills necessary to develop a lifetime understanding of personal wellness taken during the student’s first or second semester. taken during the student’s first or second semester.

Skills Courses English 101 English 101 English 102 English 102 Communication or Foreign Language Communication or Foreign Language Critical Thinking Critical Thinking Quantitative Literacy Quantitative Literacy

Introductory courses physical and life sciences/ humanities and fine arts/social and behavioral sciences. Restore the introductory (111) course to the form of its original intent, as described in the proposal for General Education, October 28, 1982: “An introductory course focuses on fundamental theory, principles, and methodology of a discipline; in showcasing the essence of the subject, the introductory course need not present all elements of an entire discipline. Emphasis in the introductory course will be upon general abilities to think and communicate as well as upon substantive content.”

Gateway Course A 200-level skills-intensive course Introduces concepts, processes and theoretical framework of upper-level courses. Introduces concepts, processes and theoretical framework of upper-level courses. Establishes “ways of knowing” and communicating as a practitioner within a disciplinary area. Establishes “ways of knowing” and communicating as a practitioner within a disciplinary area. Sequenced in the 4th or 5th semester. Sequenced in the 4th or 5th semester. Unique to SIUE Unique to SIUE Builds community among similar majors Builds community among similar majors

Gateway course continued… Assesses and fortifies skills needed to proceed through the upper division courses. Assesses and fortifies skills needed to proceed through the upper division courses. Each academic unit may develop a gateway course, or select a gateway course offered by another unit that is suitable to their majors or minors. Each academic unit may develop a gateway course, or select a gateway course offered by another unit that is suitable to their majors or minors. Examples: CI 200, ENG 200, SPC 200 Examples: CI 200, ENG 200, SPC 200

Interdisciplinary Studies A learning community A learning community Two instructors co-teaching across disciplines Two instructors co-teaching across disciplines Students connect with a broader section of the university community Students connect with a broader section of the university community Limit class size to 60 Limit class size to 60 Sequenced by appropriate 111 course as prerequisite and Junior standing Sequenced by appropriate 111 course as prerequisite and Junior standing

Ethics & Social Issues in Professional Practice. An ethics and professionalism course or a research methodology course which Introduces ways in which the broad societal context impacts the standards of conduct and practices of particular disciplines Introduces ways in which the broad societal context impacts the standards of conduct and practices of particular disciplines Explores the dynamic relationship between the societal backdrop and scholarly and creative activities Explores the dynamic relationship between the societal backdrop and scholarly and creative activities Prerequisite to the Senior Assignment Prerequisite to the Senior Assignment

Transformations for students Students experience a sequence of integrative learning opportunities Students experience a sequence of integrative learning opportunities Easy to understand sequence Easy to understand sequence Reinforces and builds knowledge and skills Reinforces and builds knowledge and skills Strengthens the Senior Assignment Strengthens the Senior Assignment

Transformations for Faculty University is committed to the key component— The Freshman Seminar University is committed to the key component— The Freshman Seminar Incorporates integrated courses based on models that have already been developed and taught Incorporates integrated courses based on models that have already been developed and taught Encourages interdisciplinary dialogue Encourages interdisciplinary dialogue Academic units have choice and flexibility Academic units have choice and flexibility Clear administrative obligations in terms of course demand and progress toward degree Clear administrative obligations in terms of course demand and progress toward degree

Transformations... Changes in current course offerings are minimal Changes in current course offerings are minimal Some units will develop a Gateway course and an Ethics & Social Issues in Professional Practice course. Some units will develop a Gateway course and an Ethics & Social Issues in Professional Practice course. Review current 111 courses and change course number of those that meet criteria to 110 Review current 111 courses and change course number of those that meet criteria to 110 Review IS courses to see if they fulfill II/IC and IGR, and to look at appropriate prerequisites. Review IS courses to see if they fulfill II/IC and IGR, and to look at appropriate prerequisites. Consider developing Type A and Type B LC courses Consider developing Type A and Type B LC courses Consider whether they offer courses into which the SL component could be added. Consider whether they offer courses into which the SL component could be added.