LEARNING ABOUT LEARNING
Learning Communities in Higher Education
A NOTE TO PRESENTERS
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This module is intended for a 90-minute class session.
The emphasis is on active audience engagement.
Module modifications are encouraged to meet specific needs.
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A campus may wish to remove the “Howard Experience” slides and
insert information and data on learning communities experiences on
their own campus.
Whatever changes are made, presenters are encouraged to
keep with the following general structure:
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Opening Activity (to emphasize differences between lecture and active
learning formats) – 30 min
Learning Community Concepts – 15 min
Interdisciplinary Activity (to encourage participants to appreciate and
value other disciplinary perspectives) – 20 min
The Howard Experience – 15 min
Module Evaluation – 10 min
The Importance of Statistics (An Activity)
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Critical in all disciplines
Required when it is not possible to directly observe or
measure all values
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Health statistics → collecting data on an entire population
not feasible
Business statistics → collecting data from every company
not feasible
Transportation statistics → collecting data on every vehicle
not feasible
Three fundamental concepts (central tendency,
dispersion, and testing)
Central Tendency
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Describes the data center
Principal measure: “average” or “mean”
1
x
N
N
x
i 1
i
Dispersion
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Describe how far data spread from the center
Principal measure: “variance” (s2) or “standard
deviation” (s)
s
2
( x  x)


i
N 1
2
Testing
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Known as “hypothesis testing”
Confirms statistical significance & difference
Many different types of tests
Our focus: t-test
x1  x2
t
sp
1 1

n1 n2
(n1  1) s1  (n2  1) s2
sp 
n1  n2  2
2
2
Applying the t-test
Form a null hypothesis
 Determine the alternative hypothesis (onesided or two-sided)
 Compute test statistic (t)
 Compare test statistic
 To reject or not to reject… that is the question!
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(Distribute Homework Assignment)
The Importance of Statistics
(A REVISED Activity)
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The Graduate School at Howard is interested in
demographic information about its students pursuing
careers in academia.
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What is the average age of PhD students?
Does the average age vary by disciplinary area?
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Collecting data on every PhD student will take too
much time and money
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The Graduate School has decided to use a sample of
students to estimate answers to the questions
posed… this requires STATISTICS!
The Importance of Statistics REVISED
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This class is the sample!
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Write your age on a Post-it note and place in
the appropriate area for your disciplinary group.
 Group
1: Science (Biological, Physical, Chemical),
Engineering, and Mathematics
 Group 2: Social Science & Liberal Arts
The Importance of Statistics REVISED
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FIRST, find the overall mean (average age) for all
students.
SECOND, find the mean and standard deviation for
each group.
THEN, test the hypothesis that the means for the two
groups are equal.
H 0 : x1  x 2
H a : x1  x 2
(two-sided)
The Importance of Statistics
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Activity 1 versus Activity 2
Activity 1: typical classroom (lecture & out-ofclass work)
 Activity 2: students actively involved in class
(“lecture” interspersed in activity)
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Module Objectives
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To encourage faculty and future faculty to use
innovative teaching methodologies and make
students active learners and critical thinkers.
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To introduce faculty and future faculty to
learning community concepts and benefits,
both as participants and facilitators.
(Complete & submit the pre-test in your class
materials.)
LEARNING COMMUNITY CONCEPTS
The Fundamentals
What is a Learning Community (LC)?
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“An intentional restructuring of students’ time, credit,
and learning experiences to build community, enhance
learning, and foster connections among students,
faculty, and disciplines.” (Smith, MacGregor, Matthews, Gabelnick,
2004)
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Interdisciplinary group of students, faculty, or staff
Working to enhance student learning and achievement
Incorporated in any LC are diversity, culture,
communication, teamwork, structure and local
community connection
The Need for Learning Communities
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Lecturing is predominant form of teaching; is it
effective?
 “Key
to learning is activity, time on task, and social
interaction wit others, the active use and testing of
information and ideas, and the active practicing of
skills in a meaningful context.”
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Major challenges in higher education:
 maximize
learning
 account for what is learned
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Regional accreditation agencies require
institutional assessment strategies with
student learning focus
The Need for Learning Communities Cont’
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Focus on learning requires shift for teaching
and learning
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Learning can be improved by…
 Use
of technology
 Removal of interdisciplinary barriers
 Linking communication with coursework
 Cultivating a sense of community with shared
knowledge and shared knowing
The Need for Learning Communities Cont’
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Retention in LC is high because students are
active participants in their education
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Assessment of LC concluded that community
was the key variable in determining successful
learning (FIPSE)
Types of Learning Communities
Learning Organizations - institutions designed to
create a unique learning environment
 Faculty LC - faculty groups committed to
improving teaching and learning
 Student LC – cohort of students enrolled in
common classes, actively engaged in their
learning
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How is a LC Started?
Linked Activities
 Linked Courses
 Seamless Courses
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Common Cohort
 Common Interest
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Linked Activities
Cross-class dialogues planned by instructors
teaching separate courses
 Fairly easy to plan and execute
 Require no changes in instruction or
administration
 Collaboration needed for co-planning of lecture
and for co-learning
 Accomplish faculty camaraderie and integration
of curricula
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Linked Courses
Semester-long coordination of collaboration
 Courses may be taught separately, but coplanned to emphasize parallels and reinforce
joint skills and concepts
 Co-enrollment required
 Co-teaching beneficial
 Joint courses focus on co-learning where
students learn connectedness, team work, &
other skills
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Seamless Courses
Two
or more courses joined in a single program of
instruction
Collaboration efforts include…
Co-enrollment
Co-learning
Co-planning
Co-teaching
Co-assessment
This
effort reflects a broader philosophy geared
education, rather than a single discipline
Common Cohort & Common Interest
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Faculty can be grouped in a LC by cohort…
 Junior
Faculty
 Engineering Faculty
 Faculty Teaching Undergraduate Students
 Faculty with Research Labs
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Faculty can also be grouped in a LC by
interest…
 Using
peer teaching in the classroom
 Applying brain research in graduate classes
LC Benefits (Student)
Increased learning
 Improved academic performance (higher GPA)
 Enhanced academic skills
 Enhanced involvement and social
connectedness
 Increased retention
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LC Benefits (Faculty)
Increased retention
 Strengthened faculty interaction
 Integration and continuity of curriculum
 Faculty development
 Broadened knowledge and application of
various pedagogies
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LC Challenges
Faculty and administrative “buy in”
 May require greater administrative, faculty and
student commitment
 Possible scheduling conflicts
 May result in loss of individual disciplines
 Potential forming of cliques
 Group participation may not be equal
 More time in class may be required
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Do LC Really Work?
Wagner College
 Miami University of Ohio
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How “Inter” Is the Disciplinary?
(An Activity)
Review Case Study
 Identify disciplines you believe might be
involved in developing a solution
 Explain what role those disciplines might play
 Consider the role someone in your discipline
might play
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Learning Community Concepts
THE HOWARD EXPERIENCE
Learning Communities for STEM Academic Achievement
(LCSAA)
GOALS AND ACTIVITIES
Faculty Community
Project Planning
Teaching experiments
Student-Faculty Interaction
Shared Reading
Real-world Problems
Linked Courses
Interdisciplinary Seminars
Teaching Experiments
Pedagogy
Course
Teacher
Cooperative
Learning
Molecular
Biology
Leon Dickson,
Ph.D.
Problem Based Comparative William Eckberg,
Learning
Anatomy
Ph.D.
Peer Teaching
Intro to Civil
Engineering
Tori Rhoulac,
Ph.D.
COOPERATIVE LEARNING EXERCISE
Setup
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Molecular Biology class, Dr. Dickson
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5 groups, 5 students each
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3 hour lab period
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15 minute summarizing presentations to the whole class on a
topic that was previously presented by Dr. Dickson
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Presentations had to make the topic clear and understandable
for the other students in the class
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Q&A, Student assessment survey
COOPERATIVE LEARNING EXERCISE
Evaluation
Student Assessment Survey questions included…
 Did preparing and participating in this exercise improve your
understanding of your topic?
 Did listening to other presentations improve your
understanding of the topic presented?
 Which topic do you now understand best?
 Which topic do you understand least?
Results
6
y = 0.8947x + 0.3158
R2 = 0.7605
Best Presentation
5
4
3
2
1
0
0
2
4
Best Understood (5=most votes)
6
Results
R2 for Best Understood v. Best Lecture by
Instructor = 0.117
 R2 for Best Understood v. Best Presentation
by Students = 0.761
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Students ranking of their own
understanding of a topic corresponded more
with how well student groups presented than
with how well the teacher presented.
INTERDISCIPLINARY SEMINARS
LCSAA INTERDISCIPLINARY SEMINAR SERIES
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Monday, October 17, 2005- “How Much Money Will I Make?”
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Monday, October 31, 2005- “Problem-Based Learning in
Pharmacology”
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Mr. Wayne D. Johnson, II, Facilitator
Monday, November 14, 2005- “Critical Thinking & Problem
Solving”
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Dr. Walter Lowe, Facilitator
Ms. Monique Peters, Facilitator
Monday, November 28, 2005- “Applications of Genetics,
Genomics, & Bioinformatics”
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Ms. Andrea R. Allen & Dr. Karen Nelson, Facilitators
Results
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Q1) The seminar was informative.
Q2) I now understand better how the topic can be applied
specifically to me and my major.
Q3) The seminar allowed me to see how science is applied in
the “real world.”
Q4) By participating in this seminar, I feel a part of a learning
community of STEM students and faculty.
100
Percentage Responding
“Strongly Agree” or “Agree”
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80
Seminar 1
60
Seminar 2
40
Seminar 3
20
Seminar 4
0
Q1
Q2
Q3
Q4
CHALLENGES
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Decline in student attendance and
participation (Reflection: require attendance
as course requirement)
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Seminars aim to not cause additional work
for students participating (Reflection: link
topics to in-class subjects so connections
can be emphasized beyond 90-minute
seminar)
LINKED COURSES
PRECALCULUS-BIOLOGY-CHEMISTRY LINK
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Addition of introductory statistics to precalculus – as
used in Biology 101
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Emphasis on Biology/Chemistry in applied problems
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Encouragement to form study groups
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Use of two semester projects on the interface of
precalculus and biology or chemistry (in precalculus)
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Class visits by chemistry instructor
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Classroom teamwork
SOME END-OF-SEMESTER SURVEY QUESTIONS
Do you see any problems with having linked
classes? If so, what are the problems?
 Would you recommend linked classes to friends
who may enroll in Howard University next fall?
 Would you recommend that the university
continue this effort?
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Results
0 .9
0 .8
0 .8 5
0 .8
0 -- n o ; 1 -- ye s
0 .7
0 .6
0 .5
0 .4
0 .3
0 .3
0 .2
0 .1
0
P ro b le m s ?
Re c o m m e n d ?
Co n t in u e ?
Helping Students through the Perry Scheme of Intellectual
Development
Shared Reading
Shared Reading
Focus: Perry's Scheme of Intellectual
Development
 Student learning moves through series of fairly
well-defined phases (delineated by ways they
view themselves in relation to what they believe
knowledge to be)…
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 Dualism
 Multiplicity
 Relativism
 Commitment
in relativism
THE PHASES
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Dualism; knowledge is received truth (facts, correct theories,
and right answers)
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Multiplicity; knowledge is simply a matter of opinion
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Relativism; weigh evidence & distinguish between weak and
strong support
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Commitment in relativism; integrate the relatively objective,
removed, and rational procedures of academia with more
empathic, experimental approaches to all other aspects of
their lives.
Faculty Development
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Discussed article and implications for STEM &
HBCU in bi-weekly meetings over one semester
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Also included…
 Teaching
experiment reflection
 Linked course and interdisciplinary seminar
planning and reflection
 Teaching module development
Evaluation
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Core Faculty Development Questions
Q11. Technical Skill as a Teacher
Q12. Total Effectiveness as a Teacher
Q13. Interest in the Teaching Process
Q14. Research and Scholarly Interest with Respect to Your
Discipline
Q15. View of Teaching as an Intellectual Pursuit
Q16. Understanding of and Interest in the Scholarship of
Teaching
Q17. Understanding Ways to Integrate Teaching & Research
Experience
Q18. Perspective of Teaching, Learning, & Other Aspects of
Higher Education Beyond the Perspective of Your Discipline
Evaluation
Current Faculty
10.00
Future Faculty
9.00
8.00
7.00
6.00
5.00
4.00
3.00
2.00
1.00
0.00
Q11
Q12
Q13
Q14
Q15
Q16
Q17
Q18
Module Objectives
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To encourage faculty and future faculty to use
innovative teaching methodologies and make
students active learners and critical thinkers.
Have the presentation activities and results from
Howard helped make the case?
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To introduce faculty and future faculty to
learning community concepts and benefits,
both as participants and facilitators.
What is a learning community?
What are benefits of participation?
Course Module Evaluation
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Complete and submit post-test.
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Please also complete an evaluation form.
Thank you for participating!