University Transformation:
Communities of Learners
--Phase II BRIDGE Proposal
Team Members
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Elaine Abusharbain, Professor, Biological Sciences
Mark Bolyard, Professor, Biological Sciences
Lydia Jackson, Associate Professor, Library and
Information Services
Natalie Kizzire, Secretary IV, Kinesiology
Carole Keene, Emeritus Professor, Philosophy
Kim Poteet, Lecturer, Instructional Services
Dawn Reed, Academic Advisor, Academic
Counseling and Advising
Laura Wolff, Instructor, Economics & Finance
Definition of a Learning Community
“Any one of a variety of curricular structures that link
together several existing courses – or actually
restructure the material entirely – so that students are
learning, and more interaction with one another and
their teachers as fellow participants in the learning
experience.”
--Gabelnick, MacGregor, Matthews, and Smith, 1990, p. 19
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:
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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, Creating Learning Communities, 1999, p. 3
Learning community I
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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
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“The 60s: When right was wrong –
Outtasight radicals ‘n revolutions”
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ART 111
Learning community II
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Several sections of a skills course linked to a larger section of
an introductory course.
Eng 101
-cv1
Eng 101
-cv2
Hist111b
“On History, Representation
and Human Values.”
Eng 101
-cv8
Eng 101
-cv7
Eng 101
-cv3
Eng 101
-cv4
Eng 101
-cv5
Eng 101
-cv6
Learning community III
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Two introductory courses linked (not blocked) so
that students are enrolled in both courses
Faculty coordinate to integrate content and consider
interdisciplinary implications
History 111
Biology111
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
3hours
 Senior Seminar
3 hours
 TBA (currently under discussion)
3 hours
Total General Education
36 hours
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*IGR and II-IC will still be required
Transfer students will take 9 hours unique to SIUE: a transfer seminar, a Gateway
course, and an IS course.
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
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The CIV LCI is the preferred model offering three additional
objectives
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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
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To gain self-knowledge and grounded values
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Univ 112 Freshman Seminar
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Students will also take linked course—LCII or LCIII model—during a
subsequent semester (to achieve above objectives)
Skills Courses
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English 101
English 102
Communication or Foreign Language
Critical Thinking
Quantitative Literacy
Introductory courses
in the physical and life sciences, the humanities and fine arts, or in the 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
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A 200-level skills-intensive course
Introduces concepts, processes and theoretical
framework of the discipline.
Establishes “ways of knowing” and
communicating as a practitioner within a
disciplinary area.
Sequenced in the 4th or 5th semester.
Gateway course continued…
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Unique to SIUE
Builds community among similar majors
Assesses and fortifies skills needed to proceed
through the upper division courses.
Engages students individually and in teams
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.
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 40
Sequenced by appropriate 111 course as
prerequisite and Junior standing
Senior Seminar
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Prerequisite to the Senior Assignment
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An ethics and professionalism course OR
A research methodology course
LC I
SKILLS
SKILLS
SKILLS
SKILLS
SKILLS
INTRO
INTRO
LC III
INTRO
FRESHMAN YEAR
GATEWAY
SOPHOMORE YEAR
INTERDISCIPLINARY
STUDIES
JUNIOR YEAR
SENIOR YEAR
SENIOR
SEMINAR
SENIOR
ASSIGNMENT
Transformations for students
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Students become engaged in several learning
communities
Easy to understand sequence
Integrates skills into content areas and major
Strengthens the Senior Assignment experience
Transformations for Faculty
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University is committed to the key
component—The Freshman Seminar
Incorporates linked courses based on models
that have already been developed and taught
Encourages interdisciplinary dialogue
Academic units have choice and flexibility
Transformations . . .
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Changes in current course offerings are
minimal
Introductory (111) courses restored to original
format and intent
Some units will develop a Gateway course
and a Senior Seminar