Building a Learning Community:
An SJDC Faculty Workshop
Ginger Holden, Learning Communities Coordinator
Workshop Objectives
 Provide overview of learning communities
 Introduce Delta’s learning communities website
 Share steps to forming a learning community
 Present keys ways to link learning community classes
 Discuss tips generated from successful learning
communities
 Review and address learning community challenges
Learning Communities Overview
What is a Learning
Community?
 Two or more classes linked
together by a common
theme or context
 Class assignments and
activities are often
interrelated
 The same students enroll in
all classes within the
learning community
 A sense of “community” is
fostered among instructors
and students
Why are Learning
Communities successful?
 Course content is relevant to
students’ career or personal
interests
 Students meet others who
share common goals
 Faculty and students
experience greater
interaction
 Significant number of
students are retained in
classes
Learning Communities Website
A STUDENT AND FACULTY RESOURCE
LEARNING COMMUNITIES
Steps to Forming a Learning Community
 Discuss LC concept with learning communities
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coordinator
Find faculty with whom you would like to collaborate
With LC partner(s), create learning community
theme and description
Submit theme and description along with learning
community class information to LC coordinator
Sign Learning Communities Request Form
Attend learning communities faculty workshop the
semester prior to teaching in your community
Ways to Link Learning Community Classes
 Create shared class policies
 Establish shared student learning outcomes (SLOs)
 Design integrated assignments or activities
Coordinated Class Policies
Example
Absences
Lateness/Leaving Early
Laptop usage
Late assignments
Plagiarism
Cell phone usage
Proper attire (e.g.
uniform, professional
demeanor)
 Etc.
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Implementation
 Devise shared class policies
with your learning
community partner(s)
 Include shared policies on
your learning community
course information sheet
 Review shared policies with
your learning community
students early in the
semester
Shared Student Learning Outcomes
Implementation
Example
Speech 100/History 101
Demonstrate skill development in
critical listening
• Explain the functions of history
and communication in society
• Demonstrate the ability to use
historical evidence in persuasive
speech
• Illustrate increased critical
awareness of historical figures who
have shaped American ideas of
freedom

Compare your student learning
outcomes with those of your learning
community partner(s) and look for
shared outcomes

Use shared outcomes to help create
integrated assignments and assess the
success of your learning community
students

Include shared outcomes on your
course information sheet

Review shared outcomes with your
learning community students early in
the semester
•
Integrated Assignments/Activities
Example
Example
Com St 1A/Eng 1A/Libry 1
Eng 79/CAT 90
(Informative Research on Career)
(Definition Essay)
• Preliminary career research in
Libry 1 (six sources)
• 4-page career essay in Eng 1A,
using library research
• 6-8 minute informative career
speech in Com St 1A, using
library research and following
essay submission
•
Write a definition essay explaining
a significant concept or term
utilized in Caterpillar
Undercarriage and Final Drives
(e.g. torque, traction, differential,
finesse, etc). To help readers
understand your concept/term, use
various methods of development,
such as description, illustration,
narration, process analysis, and
classification.
Developing Integrated Assignments
Questions to Consider
• What concepts or topics
can be shared within the
learning community
classes?
• What skill(s) learned in
one learning community
class can be applied in the
other?
Implementation
 Working with your learning
community partner(s), create
an activity/assignment
utilizing the skills or
knowledge learned in each
other’s learning community
class
 At least one linked
assignment should appear in
each class within the learning
community to demonstrate
true integration
Experienced Faculty Feedback
Tips for a Successful
Learning Community
Learning Community
Challenges
 Handout available on
 Handout available on
the Learning
Communities Faculty
Resources page
the Learning
Communities Faculty
Resources page
Workshop Summary
 Learning communities provide innovative curricular
opportunities for faculty to stimulate their teaching and
increase student learning
 Learning communities WORK when they contain three
core components: integrated assignments, instructors
who communicate on a regular basis, and students who
enroll in all courses within the community
 For additional faculty resources, detailed learning
community descriptions, and general learning
communities information, access Delta’s Learning
Communities website
Questions?