Learning Communities
--Phase II BRIDGE Proposal
Definition of a Learning Community
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“Any one of a variety of curricular structures that
link together several existing courses – or
actually restructure the material entirely – so
that students have deeper understanding and
integration of the material they are learning, and
more interaction with one another and their
teachers as fellow participants in the learning
experience.”
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--Gabelnick, MacGregor, Matthews, and Smith (1990)
Constructivism – philosophy of
learning
Knowledge is actively built by learners as they shape and
build mental frameworks to make sense of their
environments.
Involves the following components:

Organizing faculty and students into smaller groups
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Encouraging integration of the curriculum
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Helping students establish academic and social support networks
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Providing a setting for students to be socialized to the expectations of
college
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Bringing faculty together in more meaningful ways
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Focusing faculty and students on learning outcomes
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Providing a setting for community-based delivery of academic support
programs
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Offering a critical lens for examining the first-year experience
--Shapiro & Levine (1999) Creating Learning Communities
LC Type A
SKILLS
SKILLS
SKILLS
SKILLS
SKILLS
INTRO
Health
objective
INTRO
INTRO
FRESHMAN YEAR
GATEWAY
SOPHOMORE YEAR
JUNIOR YEAR
SENIOR YEAR
INTERDISCIPLINARY
STUDIES
Ethics& Social Issues
In Professional
Practice
SENIOR
ASSIGNMENT
Type A Learning Community
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A six-hour seminar with a distinctive title
Integrates a skills course with an introductory
course
Co-taught by two faculty members
SPC 103
~~~~~~~~~~
“The 60s: When right was wrong –
Outtasight radicals ‘n revolutions”
~~~~~~~~~~
ART 111
Type B Learning Communies
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A skills course linked with an
introductory course or an
introductory course linked
with an introductory course
Courses meet separately;
faculty coordinate where
appropriate
All students enrolled in both
courses
PHIL 106
ECON 111
HIST 111
MUS 111
Proposed Model Description
Freshman Seminar
6 hours
 5 skills (one skills counted in freshman seminar)
12 hours
 Introductory courses in other content areas
6 hours
 Gateway course
3 hours
 IS Course
3 hours
 Health objective
1 hour
 Ethics & Social Issues in Professional Practice
3 hours
 BA/BS requirement (see next page)
4 hours
Total General Education
38 hours

IGR and II-IC required
Service Learning unit must be met
Transfer students will take 12 hours unique to SIUE: a transfer seminar, a Gateway
course, an IS course, and an Ethics, Research & Professionalism course
BA/BS distinction


Bachelor of Arts—Students will complete
two semesters of foreign language and
waive the communication skills
requirement (39 hours)
Bachelor of Science—Students will
complete an additional science course with
a lab component.
Freshman Seminar


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To assist new freshmen in making the
transition to college level work and
expectations
To orient students to the services and
culture of the University
To engage students in an intellectual
community of students and faculty
http://www.siue.edu/UGOV/FACULTY/bridgeNewFreshmanSeminar.htm
Freshman Seminar

The CIV (Type A) is the preferred model offering three
additional objectives

To introduce an engaging theme that invites informed inquiry and
critical thinking
To develop interpersonal skills including negotiating difference, adapting
to new or unexpected circumstances or situations, and working
collaboratively as part of a team

To gain self-knowledge and grounded values
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CIV 112 Freshman Seminar
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links Univ112 with a developmental writing course
Students will also take second linked course—Type B—during a
subsequent semester
Health objective
A two-credit hour course that combines activity with
instruction and wherein students gain the knowledge
and skills of personal wellness
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Students gain an overall assessment of personal
wellness
Students understand the impact of lifestyle choices, such
as diet, nutrition and sleep, on personal wellness
Students apply the components of personal fitness—
body composition, cardiovascular endurance, strength
and flexibility to personal wellness.
Students gain the skills necessary to develop a lifetime
understanding of personal wellness
taken during the student’s first or second semester.
Skills Courses
English 101
 English 102
 Communication or Foreign Language
 Critical Thinking
 Quantitative Literacy

Introductory courses
physical and life sciences/ humanities and fine arts/social and behavioral sciences.
Restore the introductory (111) course to the form of its
original intent, as described in the proposal for General
Education, October 28, 1982:
“An introductory course focuses on fundamental
theory, principles, and methodology of a
discipline; in showcasing the essence of the
subject, the introductory course need not present
all elements of an entire discipline. Emphasis in
the introductory course will be upon general
abilities to think and communicate as well as
upon substantive content.”
Gateway Course
A 200-level skills-intensive course
 Introduces concepts, processes and theoretical
framework of upper-level courses.
 Establishes “ways of knowing” and
communicating as a practitioner within a
disciplinary area.
 Sequenced in the 4th or 5th semester.
 Unique to SIUE
 Builds community among similar majors
Gateway course continued…

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Assesses and fortifies skills needed to
proceed through the upper division
courses.
Each academic unit may develop a
gateway course, or select a gateway
course offered by another unit that is
suitable to their majors or minors.
Examples: CI 200, ENG 200, SPC 200
Interdisciplinary Studies

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A learning community
Two instructors co-teaching across
disciplines
Students connect with a broader section
of the university community
Limit class size to 60
Sequenced by appropriate 111 course as
prerequisite and Junior standing
Ethics & Social Issues in
Professional Practice.
An ethics and professionalism course or a
research methodology course which
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Introduces ways in which the broad societal
context impacts the standards of conduct and
practices of particular disciplines
Explores the dynamic relationship between
the societal backdrop and scholarly and
creative activities
Prerequisite to the Senior Assignment
Transformations for students
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Students experience a sequence of
integrative learning opportunities
Easy to understand sequence
Reinforces and builds knowledge and skills
Strengthens the Senior Assignment
Transformations for Faculty
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University is committed to the key component—
The Freshman Seminar
Incorporates integrated courses based on
models that have already been developed and
taught
Encourages interdisciplinary dialogue
Academic units have choice and flexibility
Clear administrative obligations in terms of
course demand and progress toward degree
Transformations . . .

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Changes in current course offerings are minimal
Some units will develop a Gateway course and an Ethics
& Social Issues in Professional Practice course.
Review current 111 courses and change course number
of those that meet criteria to 110
Review IS courses to see if they fulfill II/IC and IGR, and
to look at appropriate prerequisites.
Consider developing Type A and Type B LC courses
Consider whether they offer courses into which the SL
component could be added.