From the Paired Sociology 101 & Level III Reading
Perspective
G. Figaro – Spring 2015
Bergen Community College
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Small Cohort
Paired Sociology/Reading Course
Common Learning Goals
Ongoing Interaction between students,
instructors, and tutor
Integrated Assignments
Common Goals
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According to Tinto, Learning Community Research and Assessment: What We Know Now, Preface
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“situated where student need is greatest and at critical transition points”
“an intervention strategy for student success where attention is paid to subsets of students
whose completion rates lag behind their peers”
How so?
These ESL students are transitioning out of the American
Language ESL program and are at the threshold of taking
college level courses. The LC eases the transition by
allowing them to have one foot in ESL while the other is in
a college course. They are thus initiated into the rigors of
a college level course while being bolstered by the ESL
course.
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Bergen Community College has opened up a
number of pathways to student success and
Learning Communities is one of them.
Through LCs students become exposed to
content area texts that enhance their
knowledge, vocabulary, and study skills.
They are better prepared for college level
courses and are poised for success.
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Two linked classes
Same students in both classes
Integrated Experiences: Assignment, Project, Library
Instruction
Co-graded assignments (all essays are co-graded)
Common SLOs
Meet and 5 times in 15-week semester (e-mail
updates)
Academic Support Services – (in-class tutor; English
Language Resource Center; Tutoring Center)
Common Moodle Site (plus Reading 3 Moodle Site for
targeted reading/writing strategies)
Evaluation/Survey
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ALP Level III Reading/Sociology 101 Learning Community
has aided student success by:
1.Exposing students to content area texts
2. Increasing critical thinking skills through the frequent
use of “sociological imagination” in problem solving
3. Increasing vocabulary and speaking skills through
reading and discussions in the content area
4. Increasing writing skills through the integration of
reading, discussing and writing about content area topics
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Instructor has to learn content area material
in order to lead discussions
Students have to get used to the demands of
mastering the volume and complexity of
content area material:
*Learn new subject matter
*Master new terminology
*Master unfamiliar vocabulary
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Instructor:
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Studying
Summarizing
Outlining each lesson
Posting summary on Moodle as a study aid
Seeking or coming up with models that
exemplify a particular point
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Students are encouraged to do the following to
succeed in the course:
- allot enough time to study
- choose a quiet place to study
- make notes in the margins or notebook
- use highlighting strategically
- summarize
- use resources provided by instructors
- attend study sessions with the tutor
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Dear Gemma,
I am sorry that I couldn't be in touch with you and anybody for the past
three weeks. I was out of state to two conferences...
I was thinking to tell you that I am very satisfied with the performance of
our students at the second test.
Roxhensa responded correctly to 49 out of 50 questions, getting 98
points. Hamza and Aysegul also had almost perfect scores, getting more
than 90 points. Paloma and Seonmi got over 80, Patrick got 70
something, and Rafiullah got 60. I have no doubt that their positive
results are at least partially due to your hard work and effective teaching
style.
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Dr. Camelia-Manuela Lataianu
Assistant Professor of Sociology
Bergen Community College
Phone: 201-493-3782
Email: mlataianu@bergen.edu
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