•  Learning Communities @ Triton

     

    Now accepting application ideas for Fall 2014!

    Interesting in participating? Submit the following form to the LCCT via email.

    Academic Course Demands Survey 

     

    Collaborative Teaching  

    “We may be in a common sea in higher education, but in truth, we are rarely in the same boat. Typically, we sail around solo ... In the bigger boats of teaching communities, we have the potential to take our students, our institutions, and ourselves into deeper water and stronger currents.”

    Quotes taken from Teaching Communities within Learning Communities, By Jean MacGregor Director, National Learning Communities Project Washington Center News, 2000.


    Challenges of Collaborative Teaching  

    Learning Communities are designed to not only benefit the students involved, but also the instructors. In fact, one of the fundamental goals of Learning Communities is to enhance professional development through collaboration with other faculty. Ideally, collaborative teaching facilitates the sharing of pedagogy, research and teaching approaches while developing stronger working relationships between faculty members. Realization of these ideals, however, does not come without challenge.

    Indeed, one of the greatest challenges in LC development is simply the pairing of instructors. How should this be done? Should a coordinator choose the partners? Should instructors choose each other? If so, how should an instructor determine who they should teach with? What are the most important things to consider? Subject matter? Teaching styles? Scheduling? Planning habits? Dedication? Flexibility? What seems to be a simple first step proves complicated. Moreover, once this first step is taken and the pairs are made, how will partners delineate power between them? How will seniority play a role? Will one subject take the back burner?

    Finding teachers that work well together is not only important for their own sanity, but also for the effectiveness of the Learning Community. If instructors are poorly paired, it could adversely affect their students. For example, one of the objectives of a Learning Community is to foster team-building and collaborative thinking skills. How will students develop these skills if their instructors are having trouble working together?

    The Washington Center for Improving the Quality of Undergraduate Education has compiled case studies that highlight some of the problems that can arise between teaching partners. The following chapters might be helpful in anticipating potential problems:

     

     

    Source: Case Writing Group of the Evaluation Committee of the Washington Center for Improving the Quality of Undergraduate Education


    What is Integrated Learning?  

    Fostering students’ abilities to integrate learning — across courses, over time, and between campus and community life — is one of the most important goals and challenges of higher education. Integrated assignments bring together various course content utilizing a theme or purpose.

    ---- Designing Purposeful & Integrative Learning  

    ---- Designing Integrated Learning for Students

    ---- AACU Statement on Integrative Learning

    ---- Integrative Learning Mapping the Terrain

    ---- Assessing Integrative Learning

    ---- A New Era in Learning-Community Work


    What is Appreciative Inquiry?

    "Appreciative Inquiry is an approach … based on strengths rather than weaknesses, on a vision of what is possible rather than an analysis of what is not." – David Cooperrider.

    Leadership at Every Level: Appreciative Inquiry in Education

    Appreciative Inquiry in the University

    Appreciative Inquiry: Discovering and Learning From Our Strengths as Teachers

    Center of Appreciative Inquiry

     


    Learning Community Examples

     

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