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Part 3 - Phase 2 |
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Steps for Initiating a Learning CommunityPhase Two: ImplementationObserving in Linked CoursesWhen the linked courses are implemented, instructors should plan to attend the sessions of all courses daily, especially the first time a faculty member is involved, or the first time a particular set of classes are integrated. It is during the observing of the other instructor's presentation that one is most likely to identify both global and specific areas of integration. Assignments may be spontaneously adapted to take advantage of these insights. Similarly, conceptual frameworks may become apparent while observing the community. While one instructor listens to other instructors interact with the students, s/he can focus on the global design of the course--often resulting in "ah ha" experiences which constitute the basis of the community framework.
Keeping a Daily LogIt is beneficial to keep a daily log--especially the first time that a learning community is offered. An informal log might include:
Although informal, this log provides a source of reference both during the semester and in future semesters; it aids in identifying connections and in developing them into frameworks. It also supplies the majority of information for a final report.
Conducting Classroom ResearchIncluding classroom research allows instructors to monitor how the course is progressing. They can regularly ask the students for brief oral or written responses to questions such as: "Where do you see the courses overlapping?" "What are you most comfortable with in the community?" "What is making you uncomfortable in the community?" In our first STARS program, for example, we found that the students were confused over assignment due dates because of the complexity of the interrelated syllabi. During the semester, we explored a number of strategies to help students overcome this confusion. In the more seamless CLOUT program, we were excited when students reported that they could not differentiate between courses. While this was viewed by us as a success, we learned that students need to feel some sense of control, so we began to periodically identify the content area under focus.Through the use of classroom research in our LINK learning community, we became aware of a need for greater flexibility. The students' comfort level with various aspects of course content varied. Early in the semester, our developmental students were intimidated by the psychology content and much class time was spent going over basic concepts and helping students deal with the textbook. As students gained confidence in their ability to handle college level material, they expressed greater anxiety over writing; we thus spent more class time on writing skills.
Inviting Guest ObserversInviting key personnel to observe and/or participate in the community results in better understanding of the purpose, dynamics, and benefits of the community. This, in turn, results in increased support. For example, our college president, dean, associate dean, and division chair have all attended our classes. As a result, we have had tremendous support from administration. We heard comments such as, "this is what true learning is all about" and "I never really understood exactly what you were doing before coming to the class." Guests should also include advisors and counselors since their support is essential in identifying the type of students who would most benefit from the community.
Assessing Student OutcomesAn LC provides an environment which lends itself to comprehensive student outcome assessment. Because an extended period of time is available, new approaches can be explored which might be less feasible in a stand alone course. We used some traditional and some new (to us) assessment tools in our communities including:
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