Communities Communities of Learning of Learning

Rick Dollieslager and Dawn Rick Dollieslager and Dawn HaydenHayden

Thomas Nelson Community Thomas Nelson Community CollegeCollege

What are learning What are learning communities?communities?

Formal versus informalFormal versus informal

Our GoalOur Goal

To promote a learning-centered To promote a learning-centered culture of culture of shared responsibility shared responsibility for for student learningstudent learningTo increase To increase student engagementstudent engagementTo promote participation in To promote participation in student student

support servicessupport services

Our DemographicsOur Demographics

70% Women 70% Women 30% Men30% Men80% Minority 80% Minority

75% 18 -21 Years 75% 18 -21 Years OldOld

40% Transfer40% Transfer60% 60%

Occupational/TechOccupational/Tech

Creating a positive Creating a positive learning environmentlearning environment

Responsibility coupled with high Responsibility coupled with high expectationsexpectations

A sense of belonging/communityA sense of belonging/community

Safety, trust, and respectSafety, trust, and respect

Positive self-image/self-confidencePositive self-image/self-confidence

Frequent feedbackFrequent feedback

Required ComponentsRequired Components

Supportive AdministrationSupportive Administration

Flexible FacultyFlexible Faculty

Strong Student Services and Strong Student Services and Academic Advising ProgramsAcademic Advising Programs

Continuous AssessmentContinuous Assessment

Required ComponentsRequired Components

Strong Professional Development Strong Professional Development ProgramProgram

Master Learner Course (ENG 109)Master Learner Course (ENG 109)

Active /Cooperative LearningActive /Cooperative Learning

Natural Human Learning ProcessNatural Human Learning Process

Learning CoachesLearning Coaches

Learning CoachesLearning Coaches

One-on-oneOne-on-oneSmall GroupSmall GroupWhole ClassWhole Class

Master Learner CourseMaster Learner Course

Built upon Skip Downing’s Built upon Skip Downing’s On On Course Course textbook and student textbook and student responsibility principlesresponsibility principlesOn Course: Strategies for Creating Succ

ess in College and in Life On Course Web Site On Course Web Site

Student Success StrategiesEnglish 109, the Lifeline

English 109 class web site, Spring 2009

Natural Human Learning Natural Human Learning ProcessProcess

Based on Rita SmilksteinBased on Rita Smilkstein: : We’re Born to We’re Born to Learn: Using the Brain’s Natural Learn: Using the Brain’s Natural Process to Create today’s CurriculumProcess to Create today’s Curriculum Born to Learn Born to Learn in a nutshell, condensed by in a nutshell, condensed by

Smilkstein for presentations: Smilkstein for presentations: http://www.borntolearn.net/pdf/guidelines.pdf

Growing dendrites = learning. It’s a biology Growing dendrites = learning. It’s a biology thing!thing!

Contemporary brain research shows us Contemporary brain research shows us whywhy all the old adages about learning are trueall the old adages about learning are true

Natural Human Learning Natural Human Learning ProcessProcess

The Three Brain Divas

Master Learner CourseMaster Learner Course

Built upon Skip Downing’s Built upon Skip Downing’s On Course On Course textbook textbook and student responsibility principlesand student responsibility principles On Course: Strategies for Creating Success in

College and in Life On Course Web Site On Course Web Site Student Success Strategies

English 109, the Lifeline

English 109 class web site, Spring 2009

Cooperative LearningCooperative Learning

StructuredStructured small small group activities group activities

Requires students Requires students to share resources  to share resources 

Teaches Teaches responsibility responsibility

Learning retention Learning retention is at highest levels is at highest levels

Develops Develops leadership skills leadership skills

Cooperative LearningCooperative Learning

Cooperative Learning Basics: Cooperative Learning Basics: http://edtech.kennesaw.edu/intech/cooperativelearning.htm

Jigsaw: Learning MLA Parenthetical Citation Conventions: Jigsaw: Learning MLA Parenthetical Citation Conventions: http://community.tncc.edu/faculty/dollieslager/MLACitations_jigsaw.htm

Summer 2007 project schedule and results, June 12-June 19: Summer 2007 project schedule and results, June 12-June 19: http://community.tncc.edu/faculty/dollieslager/dailysum07.html

Summer 2008 project schedule, June 16-18: Summer 2008 project schedule, June 16-18: http://community.tncc.edu/faculty/dollieslager/dailysum08.html

Why do I Why do I reallyreally use use Cooperative groups?Cooperative groups?

If I find something boring to teach,If I find something boring to teach,

I make I make the studentsthe students teach it! teach it!

Summer 2007 punctuation and grammar consultants: Summer 2007 punctuation and grammar consultants: http://community.tncc.edu/faculty/dollieslager/experts_sum07.htmlhttp://community.tncc.edu/faculty/dollieslager/experts_sum07.html

Fall 2008 Eng 109/ Eng 01/ Eng 05 learning community: Fall 2008 Eng 109/ Eng 01/ Eng 05 learning community: http://community.tncc.edu/faculty/dollieslager/dev_punc_groups_mhttp://community.tncc.edu/faculty/dollieslager/dev_punc_groups_mwf.htmlwf.html

Semester-long collaboration and Cooperative Learning can have Semester-long collaboration and Cooperative Learning can have remarkableremarkable results! results!

““Becoming a Master Learner” Fall ’06 learning community class Becoming a Master Learner” Fall ’06 learning community class project: project: http://community.tncc.edu/faculty/dollieslager/masterlearner.htmlhttp://community.tncc.edu/faculty/dollieslager/masterlearner.html

  

  

Excellent Professional Excellent Professional Development ProgramsDevelopment Programs

Develop learning communities for facultyDevelop learning communities for faculty

Promote creativity and growthPromote creativity and growth

Provide opportunities for non-professional Provide opportunities for non-professional activities (getting to know one another)activities (getting to know one another)

Share learning experiences that support Share learning experiences that support shared learning and teaching goalsshared learning and teaching goals

COL Teaching Cadre COL Teaching Cadre DevelopmentDevelopment

• Developing learning communities Developing learning communities for facultyfor faculty

• Promoting creativity and growthPromoting creativity and growth• Providing opportunities for non-Providing opportunities for non-

professional activities (getting to professional activities (getting to know one another)know one another)

• Sharing learning experiences that Sharing learning experiences that support shared learning and support shared learning and teaching goalsteaching goals

Meet, compare, adjust, improve

Faculty DevelopmentFaculty Development

Rita Smilkstein, Rita Smilkstein, Born to LearnBorn to Learn

Parker Palmer, Parker Palmer, The Courage to TeachThe Courage to Teach

The Johnson Brothers Cooperative Learning The Johnson Brothers Cooperative Learning InstitutesInstitutes

Skip Downing’s On Course WorkshopsSkip Downing’s On Course Workshops

Tidewater Regional Center for Teaching Tidewater Regional Center for Teaching ExcellenceExcellence

Seminars, workshops, institutes, discussions

Nuts and BoltsNuts and Bolts

Schedule BuildingSchedule BuildingLinked coursesLinked coursesAcademic Success CommunitiesAcademic Success CommunitiesCareer CommunitiesCareer Communities

Communities for Academic Communities for Academic SuccessSuccess

English Elite (12 credits):

ENG 109 MWF 9:00–9:50SDV 100 M 10:00–10:50 ENG 5 TR 9:00–10:40ENG 1 TR 11:00–12:40

Career CommunitiesCareer Communities

First Year Composition for MajorsFirst Year Composition for Majors

ENG 111 for Pre-NursingENG 111 for Pre-NursingENG 111 for Science & TechnologyENG 111 for Science & TechnologyENG 111 for Liberal Arts ENG 111 for Liberal Arts

++

Faculty Mentor: Field expert Faculty Mentor: Field expert

Assessment and Assessment and EvaluationEvaluation

Growth of COLSGrowth of COLS Enrollment Enrollment Student and Faculty Growth of Student and Faculty Growth of

involvementinvolvement Increase in retention ratesIncrease in retention rates Improvement in success ratesImprovement in success rates

Productive versus Non-productive Productive versus Non-productive gradesgrades

Number of COL ClassesNumber of COL Classes

Faculty InvolvementFaculty Involvement

Enrollment

Growth indicators for Academic Growth indicators for Academic Year 08-09Year 08-09

20% growth in number of classes 20% growth in number of classes involved in COLs - 36 classes involved in COLs - 36 classes compared to 30 in previous yearcompared to 30 in previous year

330% increase in number of 330% increase in number of students served - 364 students students served - 364 students enrolled compared to 110 in enrolled compared to 110 in previous yearprevious year

37% increase in number of faculty 37% increase in number of faculty involved - 33 faculty/counselors involved - 33 faculty/counselors compared to 24 in previous yearcompared to 24 in previous year

Retention Rates Over 12 Month Period

SP 08 Academic Success CommunitiesProgressive and Non-Progressive Grade

FA 08 ENG 01/107 Progressive and Non-Progressive Grades

ChallengesChallenges

RegistrationRegistrationLinking Courses/EnrollmentLinking Courses/Enrollment

RecruitmentRecruitment

DataData

"But should all these reasons fail to move you or your administrative and faculty colleagues, your institutions need to promote learning communities for a very simple reason.

Namely that they enhance student learning and serve as gateways for subsequent student success, the hoped for goal of higher education. It really is that simple." (Tinto, http://soeweb.syr.edu/hed/tintospeech.html)