learning communities presentation
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Communities Communities of Learning of Learning
Rick Dollieslager and Dawn Rick Dollieslager and Dawn HaydenHayden
Thomas Nelson Community Thomas Nelson Community CollegeCollege
What are learning What are learning communities?communities?
Formal versus informalFormal versus informal
Our GoalOur Goal
To promote a learning-centered To promote a learning-centered culture of culture of shared responsibility shared responsibility for for student learningstudent learningTo increase To increase student engagementstudent engagementTo promote participation in To promote participation in student student
support servicessupport services
Our DemographicsOur Demographics
70% Women 70% Women 30% Men30% Men80% Minority 80% Minority
75% 18 -21 Years 75% 18 -21 Years OldOld
40% Transfer40% Transfer60% 60%
Occupational/TechOccupational/Tech
Creating a positive Creating a positive learning environmentlearning environment
Responsibility coupled with high Responsibility coupled with high expectationsexpectations
A sense of belonging/communityA sense of belonging/community
Safety, trust, and respectSafety, trust, and respect
Positive self-image/self-confidencePositive self-image/self-confidence
Frequent feedbackFrequent feedback
Required ComponentsRequired Components
Supportive AdministrationSupportive Administration
Flexible FacultyFlexible Faculty
Strong Student Services and Strong Student Services and Academic Advising ProgramsAcademic Advising Programs
Continuous AssessmentContinuous Assessment
Required ComponentsRequired Components
Strong Professional Development Strong Professional Development ProgramProgram
Master Learner Course (ENG 109)Master Learner Course (ENG 109)
Active /Cooperative LearningActive /Cooperative Learning
Natural Human Learning ProcessNatural Human Learning Process
Learning CoachesLearning Coaches
Learning CoachesLearning Coaches
One-on-oneOne-on-oneSmall GroupSmall GroupWhole ClassWhole Class
Master Learner CourseMaster Learner Course
Built upon Skip Downing’s Built upon Skip Downing’s On On Course Course textbook and student textbook and student responsibility principlesresponsibility principlesOn Course: Strategies for Creating Succ
ess in College and in Life On Course Web Site On Course Web Site
Student Success StrategiesEnglish 109, the Lifeline
English 109 class web site, Spring 2009
Natural Human Learning Natural Human Learning ProcessProcess
Based on Rita SmilksteinBased on Rita Smilkstein: : We’re Born to We’re Born to Learn: Using the Brain’s Natural Learn: Using the Brain’s Natural Process to Create today’s CurriculumProcess to Create today’s Curriculum Born to Learn Born to Learn in a nutshell, condensed by in a nutshell, condensed by
Smilkstein for presentations: Smilkstein for presentations: http://www.borntolearn.net/pdf/guidelines.pdf
Growing dendrites = learning. It’s a biology Growing dendrites = learning. It’s a biology thing!thing!
Contemporary brain research shows us Contemporary brain research shows us whywhy all the old adages about learning are trueall the old adages about learning are true
Natural Human Learning Natural Human Learning ProcessProcess
The Three Brain Divas
Master Learner CourseMaster Learner Course
Built upon Skip Downing’s Built upon Skip Downing’s On Course On Course textbook textbook and student responsibility principlesand student responsibility principles On Course: Strategies for Creating Success in
College and in Life On Course Web Site On Course Web Site Student Success Strategies
English 109, the Lifeline
English 109 class web site, Spring 2009
Cooperative LearningCooperative Learning
StructuredStructured small small group activities group activities
Requires students Requires students to share resources to share resources
Teaches Teaches responsibility responsibility
Learning retention Learning retention is at highest levels is at highest levels
Develops Develops leadership skills leadership skills
Cooperative LearningCooperative Learning
Cooperative Learning Basics: Cooperative Learning Basics: http://edtech.kennesaw.edu/intech/cooperativelearning.htm
Jigsaw: Learning MLA Parenthetical Citation Conventions: Jigsaw: Learning MLA Parenthetical Citation Conventions: http://community.tncc.edu/faculty/dollieslager/MLACitations_jigsaw.htm
Summer 2007 project schedule and results, June 12-June 19: Summer 2007 project schedule and results, June 12-June 19: http://community.tncc.edu/faculty/dollieslager/dailysum07.html
Summer 2008 project schedule, June 16-18: Summer 2008 project schedule, June 16-18: http://community.tncc.edu/faculty/dollieslager/dailysum08.html
Why do I Why do I reallyreally use use Cooperative groups?Cooperative groups?
If I find something boring to teach,If I find something boring to teach,
I make I make the studentsthe students teach it! teach it!
Summer 2007 punctuation and grammar consultants: Summer 2007 punctuation and grammar consultants: http://community.tncc.edu/faculty/dollieslager/experts_sum07.htmlhttp://community.tncc.edu/faculty/dollieslager/experts_sum07.html
Fall 2008 Eng 109/ Eng 01/ Eng 05 learning community: Fall 2008 Eng 109/ Eng 01/ Eng 05 learning community: http://community.tncc.edu/faculty/dollieslager/dev_punc_groups_mhttp://community.tncc.edu/faculty/dollieslager/dev_punc_groups_mwf.htmlwf.html
Semester-long collaboration and Cooperative Learning can have Semester-long collaboration and Cooperative Learning can have remarkableremarkable results! results!
““Becoming a Master Learner” Fall ’06 learning community class Becoming a Master Learner” Fall ’06 learning community class project: project: http://community.tncc.edu/faculty/dollieslager/masterlearner.htmlhttp://community.tncc.edu/faculty/dollieslager/masterlearner.html
Excellent Professional Excellent Professional Development ProgramsDevelopment Programs
Develop learning communities for facultyDevelop learning communities for faculty
Promote creativity and growthPromote creativity and growth
Provide opportunities for non-professional Provide opportunities for non-professional activities (getting to know one another)activities (getting to know one another)
Share learning experiences that support Share learning experiences that support shared learning and teaching goalsshared learning and teaching goals
COL Teaching Cadre COL Teaching Cadre DevelopmentDevelopment
• Developing learning communities Developing learning communities for facultyfor faculty
• Promoting creativity and growthPromoting creativity and growth• Providing opportunities for non-Providing opportunities for non-
professional activities (getting to professional activities (getting to know one another)know one another)
• Sharing learning experiences that Sharing learning experiences that support shared learning and support shared learning and teaching goalsteaching goals
Meet, compare, adjust, improve
Faculty DevelopmentFaculty Development
Rita Smilkstein, Rita Smilkstein, Born to LearnBorn to Learn
Parker Palmer, Parker Palmer, The Courage to TeachThe Courage to Teach
The Johnson Brothers Cooperative Learning The Johnson Brothers Cooperative Learning InstitutesInstitutes
Skip Downing’s On Course WorkshopsSkip Downing’s On Course Workshops
Tidewater Regional Center for Teaching Tidewater Regional Center for Teaching ExcellenceExcellence
Seminars, workshops, institutes, discussions
Nuts and BoltsNuts and Bolts
Schedule BuildingSchedule BuildingLinked coursesLinked coursesAcademic Success CommunitiesAcademic Success CommunitiesCareer CommunitiesCareer Communities
Communities for Academic Communities for Academic SuccessSuccess
English Elite (12 credits):
ENG 109 MWF 9:00–9:50SDV 100 M 10:00–10:50 ENG 5 TR 9:00–10:40ENG 1 TR 11:00–12:40
Career CommunitiesCareer Communities
First Year Composition for MajorsFirst Year Composition for Majors
ENG 111 for Pre-NursingENG 111 for Pre-NursingENG 111 for Science & TechnologyENG 111 for Science & TechnologyENG 111 for Liberal Arts ENG 111 for Liberal Arts
++
Faculty Mentor: Field expert Faculty Mentor: Field expert
Assessment and Assessment and EvaluationEvaluation
Growth of COLSGrowth of COLS Enrollment Enrollment Student and Faculty Growth of Student and Faculty Growth of
involvementinvolvement Increase in retention ratesIncrease in retention rates Improvement in success ratesImprovement in success rates
Productive versus Non-productive Productive versus Non-productive gradesgrades
Number of COL ClassesNumber of COL Classes
Faculty InvolvementFaculty Involvement
Enrollment
Growth indicators for Academic Growth indicators for Academic Year 08-09Year 08-09
20% growth in number of classes 20% growth in number of classes involved in COLs - 36 classes involved in COLs - 36 classes compared to 30 in previous yearcompared to 30 in previous year
330% increase in number of 330% increase in number of students served - 364 students students served - 364 students enrolled compared to 110 in enrolled compared to 110 in previous yearprevious year
37% increase in number of faculty 37% increase in number of faculty involved - 33 faculty/counselors involved - 33 faculty/counselors compared to 24 in previous yearcompared to 24 in previous year
Retention Rates Over 12 Month Period
SP 08 Academic Success CommunitiesProgressive and Non-Progressive Grade
FA 08 ENG 01/107 Progressive and Non-Progressive Grades
ChallengesChallenges
RegistrationRegistrationLinking Courses/EnrollmentLinking Courses/Enrollment
RecruitmentRecruitment
DataData
"But should all these reasons fail to move you or your administrative and faculty colleagues, your institutions need to promote learning communities for a very simple reason.
Namely that they enhance student learning and serve as gateways for subsequent student success, the hoped for goal of higher education. It really is that simple." (Tinto, http://soeweb.syr.edu/hed/tintospeech.html)
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