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”

N

iixN

x1

1

Dispersion

Describe how far data spread from the center Principal measure: “variance” (s2) or “standard

deviation” (s)

1

)( 22

N

xxs i

Testing

Known as “hypothesis testing” Confirms statistical significance & difference Many different types of tests Our focus: t-test

21

21

11

nns

xx

p

t

2

)1()1(

21

222

211

nn

snsnsp

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.

21

210

:

:

xxH

xxH

a

(two-sided)

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

0

1

2

3

4

5

6

0 2 4 6Best Understood (5=most votes)

Be

st

Pre

se

nta

tio

n

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

0

20

40

60

80

100

Q1 Q2 Q3 Q4

Perce

ntag

e Res

pond

ing

“Stro

ngly

Agre

e” or

“Agre

e” Seminar 1

Seminar 2

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

0.3

0.80.85

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

0 -

- n

o;

1 -

- ye

s

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

0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

8.00

9.00

10.00

Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18

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!