1. Olivet College Cynthia E. Noyes Assistant Professor, Sociology and Anthropology Enhancing Student Connections: The Design and Use of Learning Communities in a Residential College

2. Desired Outcomes: äTo increase student exposure to other ways of looking at a subject. äTo create awareness in the student of how their particular course of study can and will affect their perspective. äTo create a “neutral” environment where anyone can speak their mind. äTo utilize a fourth dimension, time, in a manner to facilitate access to learning by easing the logistics of scheduling

3. Laboratories: äReligion and Social Order/Disorder (Sociology Anthropology) linked with Civilization Studies II (General Education) äSociology/Anthropology Research Link linked with Psychology Research Methods äHate Groups and their Message- Myth, Symbols and Meaning (Sociology Anthropology), Advanced Reporting (Journalism), or, General Psychology (Psychology) :

4. Methods:  Each of these courses utilized web based discussion/journal boards with assigned texts and classroom interaction.  Classroom interaction involved lecture, discussion, “5 minute writing” and presentations by students.  Assigned texts ranged from textbooks to newspapers and included Internet resource

5. Methods, cont..:  Discussion/journal boards live on the net where students can access them 24/7. Students can journal, respond to a journal entry or initiate and participate in a discussion.  Students can also use private spaces on the discussion board to work with one another on class projects.

6. Observations and Results:  An increase in participation among class members (Particularly among women.)  Class participation is related to faculty comfort with the technology used.  Faculty participation encourages thoughtful and challenging discussion.  The ability to participate at any time benefits students and faculty.

7. Observations and Results, cont..:  Students report, on line and in class, that they “did not know” something or had “never thought about it that way.”  “Forced” use of the Internet for this purpose resulted in increased facility of technology use for students in the class..

8. Resource Use:  Computer access  Internet access  Faculty time in planning and willingness to spend time on-line.  This is a fairly inexpensive way to expose students to other ways of learning and thinking

9. My Perspective:  Faculty must be comfortable and actively involved in any Internet mediated course.  Faculty must be in accord with expectations for all members of the learning community.  Faculty must initially set the tone for depth and seriousness of the discussion.  Use of Internet technology allows a sharing of knowledge and perspective that does not require more “real-time” class work.

10. Syllabi and Web Sites: Syllabus and discussion board http://www.olivetcollege.edu/lc/rm/RMSyllF99.htm http://www.olivetcollege.edu/lc/rm.html#RMForums Syllabus and discussion board (not a learning community Spring 00) http://netra.olivetcollege.edu/noyes/sa_306.htm http://netra.olivetcollege.edu/noyes/Reldisc_frm.htm Syllabus for link class and discussion site http://netra.olivetcollege.edu/noyes/syllabussa_201myth.htm http://learn.olivetcollege.edu/

11. Character Through Service Learning Nancy Van Hoozier, Chair - Health, Physical Education, Recreation and Sport Department Assistant Athletic Director

12. Curriculum Adaptation for Character Character is the gatekeeper for all learning. All curricular and co-curricular experiences shape and are shaped by the character of the participants. Because this is so, we believe that educators are individually and socially responsibility for using best knowledge to intentionally academic service learning as a powerful character building process.

13. Principles of Good Practice in Academic Course that Build Character zThe course engages community people zThe course builds a list of shared values zThe course transmits ethical heritage zThe course teaches vocabulary zThe course elevates honor zThe course teach skill zThe course hold students responsible

14. Service-Learning and Pedagogy zAcademic credit is for learning, not for service zAcademic rigor is not compromised zSet learning goals for students zEstablish criteria for the selection of community service placements

15. Service-Learning and Pedagogy (cont.) zProvide opportunities for students to reflect on service in light of the learning objectives of the course zProvide supports for students to learn how to harvest the community learning zMinimize the distinction between the student’s community learning role and the classroom learning role

16. Service-Learning and Pedagogy (cont.) zRe-think the faculty instructional role zBe prepared for uncertainty and variation in student learning outcomes zMaximize the community responsibility orientation of the course

17. WORKSHOPS zSportsmanship zTrash Talking and Taunting zCharacter of Winning

18. Journal Entries The workshop that I participated in was a very useful, unique and unexpected learning opportunity. The young people were very helpful and willing to participate in the discussions that we had in class.

19. Journals Entries (cont.) The best part of the workshop was the discussion, which took place. The students really got involved and related the issue to their personal lives…. Basically, it was an excellent reminder for me to look for character in others as well as to play in a manner that my character is evident.