learning about learning learning communities in higher education
TRANSCRIPT
LEARNING ABOUT LEARNING
Learning Communities in Higher Education
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. 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: 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) Critical in all disciplines Required when it is not possible to directly
observe or measure all values 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
Describes the data center Principal measure: “average” or “mean”
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Dispersion
Describe how far data spread from the center Principal measure: “variance” (s2) or “standard
deviation” (s)
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Testing
Known as “hypothesis testing” Confirms statistical significance & difference Many different types of tests Our focus: t-test
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Applying the t-test
Form a null hypothesis Determine the alternative hypothesis
(one-sided or two-sided) Compute test statistic (t) Compare test statistic To reject or not to reject… that is the
question!
(Distribute Homework Assignment)
The Importance of Statistics (A REVISED Activity)
The Graduate School at Howard is interested in demographic information about its students pursuing careers in academia. What is the average age of PhD students? Does the average age vary by disciplinary area?
Collecting data on every PhD student will take too much time and money
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 This class is the sample!
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 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.
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The Importance of Statistics
Activity 1 versus Activity 2
Activity 1: typical classroom (lecture & out-of-class work)
Activity 2: students actively involved in class (“lecture” interspersed in activity)
Module Objectives
To encourage faculty and future faculty to use innovative teaching methodologies and make students active learners and critical thinkers.
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)? “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)
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
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.”
Major challenges in higher education: maximize learning account for what is learned
Regional accreditation agencies require institutional assessment strategies with student learning focus
The Need for Learning Communities Cont’
Focus on learning requires shift for teaching and learning
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
Retention in LC is high because students are active participants in their education
Assessment of LC concluded that community was the key variable in determining successful learning (FIPSE)
The Need for Learning Communities Cont’
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
How is a LC Started?
Linked Activities Linked Courses Seamless Courses
Common Cohort Common Interest
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
Linked Courses
Semester-long coordination of collaboration Courses may be taught separately, but co-
planned 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
Seamless Courses
Two or more courses joined in a single program of instruction
Collaboration efforts include…Co-enrollmentCo-learningCo-planningCo-teachingCo-assessment
This effort reflects a broader philosophy geared education, rather than a single discipline
Common Cohort & Common Interest
Faculty can be grouped in a LC by cohort… Junior Faculty Engineering Faculty Faculty Teaching Undergraduate Students Faculty with Research Labs
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
LC Benefits (Faculty)
Increased retention Strengthened faculty interaction Integration and continuity of curriculum Faculty development Broadened knowledge and application
of various pedagogies
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
Do LC Really Work?
Wagner College Miami University of Ohio
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
Learning Communities for STEM Academic Achievement (LCSAA)
Learning Community Concepts
Project Planning
Teaching experiments
Shared Reading
Linked Courses
Interdisciplinary Seminars
Student-Faculty Interaction
Real-world Problems
Faculty Community
Teaching Experiments
Pedagogy Course Teacher
Cooperative Learning
Molecular Biology
Leon Dickson, Ph.D.
Problem Based
Learning
Comparative Anatomy
William Eckberg, Ph.D.
Peer Teaching Intro to Civil Engineering
Tori Rhoulac, Ph.D.
Setup
Molecular Biology class, Dr. Dickson
5 groups, 5 students each
3 hour lab period
15 minute summarizing presentations to the whole class on a topic that was previously presented by Dr. Dickson
Presentations had to make the topic clear and understandable for the other students in the class
Q&A, Student assessment survey
EvaluationStudent 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?
Resultsy = 0.8947x + 0.3158
R2 = 0.7605
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0 2 4 6Best Understood (5=most votes)
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Results
R2 for Best Understood v. Best Lecture by Instructor = 0.117
R2 for Best Understood v. Best Presentation by Students = 0.761
Students ranking of their own understanding of a topic corresponded more with how well student groups presented than with how well the teacher presented.
Monday, October 17, 2005- “How Much Money Will I Make?” Dr. Walter Lowe, Facilitator
Monday, October 31, 2005- “Problem-Based Learning in Pharmacology” Mr. Wayne D. Johnson, II, Facilitator
Monday, November 14, 2005- “Critical Thinking & Problem Solving” Ms. Monique Peters, Facilitator
Monday, November 28, 2005- “Applications of Genetics, Genomics, & Bioinformatics” Ms. Andrea R. Allen & Dr. Karen Nelson, Facilitators
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Seminar 3Seminar 4
Results 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.
Decline in student attendance and participation (Reflection: require attendance as course requirement)
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)
Addition of introductory statistics to precalculus – as used in Biology 101
Emphasis on Biology/Chemistry in applied problems
Encouragement to form study groups
Use of two semester projects on the interface of precalculus and biology or chemistry (in precalculus)
Class visits by chemistry instructor
Classroom teamwork
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?
Results
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Problems? Recommend? Continue?
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)… Dualism Multiplicity Relativism Commitment in relativism
Dualism; knowledge is received truth (facts, correct theories, and right answers)
Multiplicity; knowledge is simply a matter of opinion
Relativism; weigh evidence & distinguish between weak and strong support
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
Discussed article and implications for STEM & HBCU in bi-weekly meetings over one semester
Also included… Teaching experiment reflection Linked course and interdisciplinary seminar
planning and reflection Teaching module development
Evaluation
Core Faculty Development Questions Q11. Technical Skill as a TeacherQ12. Total Effectiveness as a TeacherQ13. Interest in the Teaching ProcessQ14. Research and Scholarly Interest with
Respect to Your DisciplineQ15. View of Teaching as an Intellectual
PursuitQ16. Understanding of and Interest in the
Scholarship of TeachingQ17. Understanding Ways to Integrate
Teaching & Research ExperienceQ18. Perspective of Teaching, Learning, &
Other Aspects of Higher Education Beyond the Perspective of Your Discipline
Evaluation
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Current Faculty Future Faculty
Module Objectives 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?
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
Complete and submit post-test.
Please also complete an evaluation form.
Thank you for participating!