University Transformation: Communities of Learners

1. University Transformation: Communities of Learners --Phase II BRIDGE Proposal

2. Team Members • Elaine Abusharbain, Professor, Biological Sciences • Mark Bolyard, Professor, Biological Sciences • Lydia Jackson, Associate Professor, Library and Information Services • Natalie Kizzire, Secretary IV, Kinesiology • Carole Keene, Emeritus Professor, Philosophy • Kim Poteet, Lecturer, Instructional Services • Dawn Reed, Academic Advisor, Academic Counseling and Advising • Laura Wolff, Instructor, Economics & Finance

3. Definition of a Learning Community “Any one of a variety of curricular structures that link together several existing courses – or actually restructure the material entirely – so that students are learning, and more interaction with one another and their teachers as fellow participants in the learning experience.” --Gabelnick, MacGregor, Matthews, and Smith, 1990, p. 19

4. Constructivism – philosophy of learning Knowledge is actively built by learners as they shape and build mental frameworks to make sense of their environments. Involves the following components: • Organizing faculty and students into smaller groups • Encouraging integration of the curriculum • Helping students establish academic and social support networks • Providing a setting for students to be socialized to the expectations of college • Bringing faculty together in more meaningful ways • Focusing faculty and students on learning outcomes • Providing a setting for community-based delivery of academic support programs • Offering a critical lens for examining the first-year experience --Shapiro & Levine, Creating Learning Communities, 1999, p. 3

5. Learning community I A six-hour seminar with a distinctive title Integrates a skills course with an introductory course Co-taught by two faculty members SPC 103 ~~~~~~~~~~ “The 60s:  When right was wrong – Outtasight radicals ‘n revolutions” ~~~~~~~~~~ ART 111

6. Learning community II • Several sections of a skills course linked to a larger section of an introductory course. Eng 101 -cv1 Eng 101 -cv2 Eng 101 -cv3 Hist111b “On History, Representation and Human Values.”  Eng 101 -cv4 Eng 101 -cv5 Eng 101 -cv6 Eng 101 -cv7 Eng 101 -cv8

7. Learning community III • Two introductory courses linked (not blocked) so that students are enrolled in both courses • Faculty coordinate to integrate content and consider interdisciplinary implications History 111 Biology111

8. Proposed Model Description • Freshman Seminar 6 hours • 5 skills (one skills counted in freshman seminar) 12 hours • Introductory courses in other content areas 6 hours • Gateway course 3 hours • IS Course 3hours • Senior Seminar 3 hours • TBA (currently under discussion) 3 hours Total General Education 36 hours *IGR and II-IC will still be required Transfer students will take 9 hours unique to SIUE: a transfer seminar, a Gateway course, and an IS course.

9. Freshman Seminar • To assist new freshmen in making the transition to college level work and expectations • To orient students to the services and culture of the University • To engage students in an intellectual community of students and faculty http://www.siue.edu/UGOV/FACULTY/bridgeNewFreshmanSeminar.htm

10. Freshman Seminar • The CIV LCI is the preferred model offering three additional objectives • To introduce an engaging theme that invites informed inquiry and critical thinking • To develop interpersonal skills including negotiating difference, adapting to new or unexpected circumstances or situations, and working collaboratively as part of a team • To gain self-knowledge and grounded values • Univ 112 Freshman Seminar • Students will also take linked course—LCII or LCIII model—during a subsequent semester (to achieve above objectives)

11. Skills Courses • English 101 • English 102 • Communication or Foreign Language • Critical Thinking • Quantitative Literacy

12. Introductory coursesin the physical and life sciences, the humanities and fine arts, or in the social and behavioral sciences. Restore the introductory (111) course to the form of its original intent, as described in the proposal for General Education, October 28, 1982: “An introductory course focuses on fundamental theory, principles, and methodology of a discipline; in showcasing the essence of the subject, the introductory course need not present all elements of an entire discipline. Emphasis in the introductory course will be upon general abilities to think and communicate as well as upon substantive content.”

13. Gateway Course • A 200-level skills-intensive course • Introduces concepts, processes and theoretical framework of the discipline. • Establishes “ways of knowing” and communicating as a practitioner within a disciplinary area. • Sequenced in the 4th or 5th semester.

14. Gateway course continued… • Unique to SIUE • Builds community among similar majors • Assesses and fortifies skills needed to proceed through the upper division courses. • Engages students individually and in teams • Each academic unit may develop a gateway course, or select a gateway course offered by another unit that is suitable to their majors or minors.

15. Interdisciplinary Studies • A learning community • Two instructors co-teaching across disciplines • Students connect with a broader section of the university community • Limit class size to 40 • Sequenced by appropriate 111 course as prerequisite and Junior standing

16. Senior Seminar • Prerequisite to the Senior Assignment • An ethics and professionalism course OR • A research methodology course

17. LC I SKILLS SKILLS SKILLS SKILLS SKILLS INTRO LC II INTRO INTRO LC III FRESHMAN YEAR GATEWAY SOPHOMORE YEAR INTERDISCIPLINARY STUDIES JUNIOR YEAR SENIOR ASSIGNMENT SENIOR SEMINAR SENIOR YEAR

18. Transformations for students • Students become engaged in several learning communities • Easy to understand sequence • Integrates skills into content areas and major • Strengthens the Senior Assignment experience

19. Transformations for Faculty • University is committed to the key component—The Freshman Seminar • Incorporates linked courses based on models that have already been developed and taught • Encourages interdisciplinary dialogue • Academic units have choice and flexibility

20. Transformations . . . • Changes in current course offerings are minimal • Introductory (111) courses restored to original format and intent • Some units will develop a Gateway course and a Senior Seminar