research projects that would simultaneously promote student attainment of the learning outcomes and speak to the theme of the learning community. No need to prioritize or lock in a sequence at this stage, but truly brainstorm along these lines: Generate as many ideas as you can. Don’t get bogged down judging or discussing the merits or fine points of each suggestion: the idea is to generate as much as you possibly can now. Sorting and refining might occur at a later date. Create a memory” as you work: record everything that is suggested by both partners. “group Resist the temptation to embark on side conversations about the logistics of Learning Community implementation. Step Five: Make a Summary Poster of Your Learning Community (45 minutes) Summarize some of the key ideas or activities in your Learning Community design. Make sure your poster includes: A Title that Portrays the Theme and the Courses Major Learning Activities Involved (ideas for possible group projects, service Your Rights—RDG 990 and POLS 1100” learning, experiential learning, written “Reading Mice and Matter—BIOL 1610 and CHEM 1200” work, exams, classroom activities, guest “Of Am I and Why am I Here?—PSYC 1010 and FYE speakers…etc.) “Who 1000” Course Materials Are What You Eat—NUTR 1500 and ANTH 2530” (ideas for primary source readings, texts, “You articles, novels, poetry, films, music, art…etc) Structure Learning Outcomes for the Course Will this be a linked learning community or a team-taught learning community? Step Six: Display Your Poster and Look at Others’ Work (30 minutes) Each partner spends 15 minutes by the poster, elaborating on it with passersby. Meanwhile, the other partner is looking at the other posters. Switch roles after 15 minutes.
research projects that would simultaneously promote student attainment of the learning outcomes and speak to the theme of the learning community. No need to prioritize or lock in a sequence at this stage, but truly brainstorm along these lines: Generate as many ideas as you can. Don’t get bogged down judging or discussing the merits or fine points of each suggestion: the idea is to generate as much as you possibly can now. Sorting and refining might occur at a later date. Create a “group memory” as you work: record everything that is suggested by both partners. Resist the temptation to embark on side conversations about the logistics of Learning Community implementation. Step Five: Make a Summary Poster of Your Learning Community (45 minutes) Summarize some of the key ideas or activities in your Learning Community design. Make sure your poster includes: A Title that Portrays the Theme and the Courses Involved “Reading Your Rights—RDG 990 and POLS 1100” “Of Mice and Matter—BIOL 1610 and CHEM 1200” “Who Am I and Why am I Here?—PSYC 1010 and FYE 1000” “You Are What You Eat—NUTR 1500 and ANTH 2530” Major Learning Activities (ideas for possible group projects, service learning, experiential learning, written work, exams, classroom activities, guest speakers…etc.) Course Materials (ideas for primary source readings, texts, articles, novels, poetry, films, music, art…etc) Structure Will this be a linked learning community or a team-taught learning community? Learning Outcomes for the Course Step Six: Display Your Poster and Look at Others’ Work (30 minutes) Each partner spends 15 minutes by the poster, elaborating on it with passersby. Meanwhile, the other partner is looking at the other posters. Switch roles after 15 minutes.
Designing%20a%20Learning%20Community%20in%20a%20Morning.docx