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Developing a Center for Innovative Teaching and Learning at a Baccalaureate Institution SACS Summer Institute July 2008 PowerPoint PPT Presentation

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Developing a Center for Innovative Teaching and Learning at a Baccalaureate Institution SACS Summer Institute July 2008 Phyllis Worthy Dawkins Interim Vice President for Academic Affairs Former Director of Faculty Development Johnson C. Smith University [email protected] Outline

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Developing a Center for Innovative Teaching and Learning at a Baccalaureate InstitutionSACS Summer Institute July 2008

Phyllis Worthy Dawkins

Interim Vice President for Academic Affairs

Former Director of Faculty Development

Johnson C. Smith University

[email protected]

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Campus Workshop Structure

Timing and Location of Workshops

Recruiting and Retaining Faculty

Administrative Support

Faculty Engagement Activities

Program Training



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HBCU, private, undergraduate institution

Liberal Arts

Located in Charlotte, North Carolina

103 Faculty

Enrollment around 1488

National Initiatives

Freshman Academy – Learning Community Model

Sophomore Initiative – Learning Community Model

Faculty Development Program

Service Learning and Community Service

ThinkPad U - Mobile Computing

Dr. Dorothy Cowser Yancy, President Emeritus

Dr. Ronald Carter, President


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Our Mission

…The University endeavors to produce graduates who are able to communicate effectively, think critically, learn independently as well as collaboratively, and demonstrate competence in their chosen fields…


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Campus Workshop Structure

Fall and Spring Semester Teacher Training Institutes

Pre and Post-School Teacher Training Institutes – after faculty contractual period

Summer Workshops

December Workshops

Online Workshops (TLT Group)

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Campus Workshop Training Strands

New Faculty Workshops

General Pedagogy

Instructional Technology

FTAs for Jenzabar & Moodle


Faculty Learning Communities

SoTL Research Retreat

Teaching Consultations or Small Group Instructional Diagnosis (SGID)

Department Workshops

Discussion Series

Program Training

Learning Across the Curriculum

Service Learning

Learning Communities

Liberal Studies or General Education

Degree Program Assessment (SACS)

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New Faculty Workshops

Academic Preparation

Course Syllabus Development

Managing a Roll Book

Classroom Management


Microsoft Office Suite

Kolb’s Learning Style

Professional Preparation

Faculty Handbook

Faculty Evaluation

Merit and Promotion

Research and Grantsmanship


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General/Pedagogy Training: Teaching Strategies/Styles

Cooperative Learning

Collaborative Learning

Kolb’s Learning Styles

Classroom Assessment Techniques

Case Studies

Problem-Based Learning

Critical Thinking

Interdisciplinary or Integrated Teaching

Classroom Management

Syllabus Development

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Discussion Series

Book and journal article discussions

Teaching with Your Mouth Shut

Scholarship Reconsidered

AAU&C Essential Learning Outcomes

Video clips and discussions at Faculty Meetings

Declining by Degrees, PBS Special about today’s classrooms

A vision of students today

Slide presentations of international conference projects


Performing Arts Presentation by Faculty (art projects, poetry readings

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Time and Location

Develop schedule of monthly workshop times – e.g.

Mondays, 4:00 p.m. – Technology Training

Tuesdays, 12:30 p.m. – Discussion Series

Wednesdays, 4:00 p.m. – Pedagogical Training

Thursdays, 3:00 p.m. – New Faculty Workshops

Saturdays, 9:00 – 2:00 – Workshop Initiatives

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New Faculty to Senior Faculty outside of the department (match genders)

New Administrator to Experienced Administrator

Diverse Faculty to Diverse or Regular Faculty

International Faculty to International or Regular Faculty

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Workshop Leaders


Train the Trainers Model

Campus faculty with expertise for a particular skill set

Visiting Scholars

Project Leaders

Faculty Technology Assistants

Faculty Learning Communities

Team Leaders

Tech Tutors – in the faculty members office

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Faculty Engagement Activities

Active learning

Problem based learning

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Core Practices

Using active learning pedagogy to engage students (technology, cooperative learning activities, peer teaching)

Creating a sense of community

Designing and implementing integrated assignments

Promoting diversity

Building in reflections

Assessing the components of the program and assignments to promote continuous improvement

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Bloom’s Taxonomy

This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills above.


Graduate School

Making decisions and supporting views; requires understanding of values.

Combining information to form a un

ique product; requires creativity and originality.


Identifying components; determining arrangement, logic, and semantics.



Using information to solve problems; transferring abstract or theoretical ideas to practical situations. Identifying connections and relationships and how they apply.


Restating in your own words; paraphrasing, summarizing, translating.


High School

Memorizing verbatim information. Being able to remember, but not necessarily fully understanding the material.


Louisiana State University  Center for Academic Success  B-31 Coates Hall  225-578-2872 

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Active learning strategies

Cooperative learning techniques (base groups, visual diagrams, think/pair/share, write/share, jigsaw, affinity diagrams, team discussion, vision exercise, etc.)

Collaborative learning (consensus groups, peer writing, peer tutoring, etc.)

Technology helps students manage all the different aspects of the activity

Word processing

Presentation tools

Spread sheets


Chat rooms

Chickering and Ehrmann


Mini lectures

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Basic Technology Training

Learning Basic Technology Skills for the Workplace


Course Management Packet (Moodle, Blackboard, etc.)

Microsoft Office Suite (World Ware)-Word, Excel, Access, Excel

Email and Outlook


Writely, Google, Wikki, etc

Integrating Technology into Courses


Lesson Plans

Classroom management (Excel or Access)

Electronic Portfolios and Rubrics

Online & hybrid courses


Bloggs for journaling


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Clickers- Beyond Question -enhances the teacher's ability to interact with the students to further the educational process

Teachers can quickly determine what percentage of the class understands the current material.

Students who are having difficulty can be more rapidly and accurately identified.

Student attention can be more effectively focused on the task at hand.

Student participation can be greatly increased thereby raising the level of interest among the students.

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Recruiting Faculty to Participate in the Program

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Faculty Involvement

Create committees to coordinate program offerings

Select or appoint (by President) different faculty (consider skills and contributions) to each committee

Seek faculty volunteers as workshop leaders, tutors, and

Recruit faculty to attend workshops, serve on committees, write mini grants, develop programs, etc.

Survey faculty needs for technology training

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Recruiting Techniques: Needs

Send announcements by email and slow mail about technology project

Have all faculty to complete a survey to determine skill levels

Send survey twice

Target and invite those you really want to participate

Get invitees to recruit others from their department

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Administrative Techniques for Recruiting Faculty

Seek faculty and staff appointments from the President, Provost, or Academic Dean

Seek recommendations from the Department Chair or Program Coordinators about faculty recommendations and technology needs

Allow faculty to self-nominate to Director

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Faculty Development Structure

Faculty Development Director (release time and stipend)

Professional Development Coordinator (release time and stipend)

Administrative Assistant (1/2 time)

Faculty Development Steering Committee-Representatives from

The College of Professional Studies

The College of Arts and Sciences

The Honors College

Resources: Associate VPAA, Directors of Educational Technology, Freshmen Academy, IPAER, Sophomore Initiative, Center for Civic Engagement and Community Partnerships, etc.

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Retaining Faculty

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Retaining Faculty


Mini Grants


Summer Pay

Release Time

Resources (Books, videos, software, etc.)





Newspaper Announcements

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Retaining Faculty continued…

Professional Growth Opportunities

Serving as a Faculty Technology Assistant (FTA) on Campus

Presenting in Campus Workshops Presenting on Outcomes of Projects at Conferences

Attending and Participating in Conferences

Publishing Results

Serving as an Expert Consultant

Joining Faculty Learning Communities

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Mini Grants: Offer to Build Skills

Provide incentives to:

Enhance changes in

programs, courses, and


Yield quicker results


Institutional Mini Grants

Department Mini Grants

Individual Mini Grants

SoTL Research Mini Grants

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Benefits of Mini Grants

Enhance changes in programs

Inspire course revisions

Contribute to faculty growth

Provide incentive

Yield quicker results

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Retaining Faculty continued…

Personnel Decisions



Post-tenure Review


Salary increases

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Program Training Models

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Program Training

Instructional Technology Workshops

Learning Communities

Student-Centered Learning

Service Learning

Learning Across the Curriculum

General Education or Liberal Studies

New Faculty Workshops

Integrated Studies

Department Technology Programs

Faculty Learning Communities

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Faculty Learning Communities (FLC)

A faculty learning community (FLC) is a cross disciplinary group of 8-15 faculty and staff engaging in an active, collaborative, yearlong curriculum program about enhancing teaching and learning.

Milton D. Cox, Miami University, Ohio, 2004

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Types of FLCs Milton D. Cox, Miami University, Ohio, 2004

  • Topic-based learning communities

    • Addresses teaching, learning need, issue, or opportunity

    • Focuses on a specific theme or topic

    • Recruits interested faculty/staff by topic/theme

  • Cohort-based learning communities

    • Addresses teaching, learning, & developmental needs of a cohort of faculty/staff

    • Includes a curriculum that addresses a range of teaching learning areas and topics

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Scholarship of Teaching and Learning: Definitions

an activity that is problem based, intentionally designed, theoretically grounded, peer evaluated, and accountable.

must not only be reflective, systematic, and replicable, but

should be public, susceptible to critical reviewandevaluation, and accessible for exchange and use by other members of one’s scholarly community

Etc. ---Lee Shulman

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Faculty Learning Communities at JCSU

Scholarship of Teaching and Learning (SoTL)

New Faculty

Laptop and Classroom Assignments

Yoga and Wellness

Grant Writing Teams

Freshman Academy

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JCSU: Other FLCs

Student Engagement and Active Learning Trainers (SEALs) - Cohort

Peer and Active Learning Mentors (PALMs) - Students


Hybrid-8 faculty

ePortfolios-8 faculty

Course management (Moodle)-5 faculty

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Off-Campus Faculty Development Conferences

NYU Faculty Resource Network (FRN)

Institute on General Education

Association of American Colleges and Universities (AAC&U)

Association of General and Liberal Studies (AGLS)

HBCU Faculty Development Network

Professional and Organizational Development Network (POD)

The Collaboration for the Advancement of College Teaching and Learning (The Collaboration)

American Council on Education (ACE)

Teaching and Learning with Technology Group (TLT) – Online Workshops


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Connecting Faculty Development to Student Learning/Outcomes

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Assessing FA/SI Operations

The Objective of FA is to have students

Return as sophomores

Fulfill the General Education requirements

Move into major courses of study

The foci of assessment are

Monitoring students’ academic progress

Monitoring the quantity and quality of the services to the students

Identifying the issues/areas that need improvement

Three-level assessment structure

Course-level assessment

Program-level assessment

University-level assessment

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Assessing FA/SI Operations (cont.)

Three level assessment structure

Course-embedded assessment

Assignment, mid- and final tests

(measured by term grades and GPA)

Course Portfolios

Program level assessment

Semester-end surveys on students, Faculty,

and staff using Flashlight Survey

University level assessment

Academic Profile (AP) or Measure of Academic Proficiency and Progress (MAPP)

College Student Inventory (CSI)

National Survey of Student Engagement (NSSE)

Faculty Survey for Student Engagement (FSSE)

Classroom Survey for Student Engagement (CLSSE)

Student Satisfactory Inventory (SSI)

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Use of Data for Improvement We must:

Improve our internal communication to better coordinate various services to our students

Improve our communication with students and their parents

Continue to assess operation

Develop a comprehensive operation plan and an implementation guideline to ensure the planning, organization, and management align with the University Strategic plan and assessment plan.

Streamline data collection

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Some Challenges

Trying to measure everything that moves

Being overly rigorous or too precise

Not focusing on really meaningful outcomes

Lack of collaboration and public sharing

Evidence should be cumulative and be collected throughout a program (Curriculum Matrix)

Encouraging multiple perspectives, judgments, dimensions of student learning

Developing a consensus of assessment tools and reflective practices

Transforming “folklore” and “anecdotes” into “evidence”


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Continuous Improvement


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Tracking the impact of a faculty development activities by:

Collecting data on attendance at workshops

Keeping a record on the number of student participants

Conducting Pre and Post Assessments

Measuring for faculty, student and institutional outcomes (Programs, SACS, etc.)

Collecting data on traditional (tests, quizzes, homework assignments, etc.) evaluation tools

Collecting authentic assessment results (portfolios, writing rubrics, projects, experiental experiences, etc)

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Outcomes: Quantitative results


Percent of faculty participating in the program

Percent of faculty utilizing skills learned in the classroom

Percent of faculty revising syllabi


Percent of students participating in the program

Percent of students successfully passing



Standardized tests

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Outcomes: Qualitative


Electronic Portfolios

Anecdotal Reports

Authentic Assessments (Alverno College)

Focus Groups

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Interpreting assessment results

Providing feedback to students, faculty and the institution

Closing the loop by responding to the feedback

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Think – Group - Share

List on a stick pad workshop strands for your campus program

Share with a group of 3-5 people

Combine strands into one list

Report list to the audience

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Funding and Support

Supported by an endowment, grants, and institutional funds

Yearly operating budget: varies according to needs and grants awarded

Reports to the Associate Vice President for Academic Affairs

Located in the Faculty House

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Andrew Mellon Endowed Grant

Conference, Workshop, and Professional Meeting Travel

Curriculum Development


Graduate School

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Books to Issue


Classroom Assessment Techniques, Tom Angelo and K. Patricia Cross

Collaborative Learning Techniques, Barkley, Cross, etc.

Active Learning, Mel Silberman


A Guide to Faculty Development (2004), Kay Herr Gillespie, Linda R. Hilsen, & Emily C. Wadsworth

Drewry, H.N. & Doermann, H. (2001). Stand and prosper: Private black colleges and their students. Princeton, New Jersey: Princeton University Press.

Faculty Development Needs at HBCUs: Perspectives from a National Study, Dawkins, P.W., Beach, A., & Rozman, To Improve the Academy, Anker Publishers, 2005

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Equipment & Facilities

Central location: Faculty House, Office, Technology Training Lab, etc.

Media Equipment: Laptops for data collection and presentations, data projectors, digital cameras, clickers for formative feedback, copier, fax machine, scanner

Faculty: Give equipment to faculty as an incentive (thumb drives, laptops, digital cameras, etc.)

Resources: Library of FD resources (books, journals, videos, CDs, etc.)

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Our Faculty Development Networks

UNCF/Mellon, UNCF Curriculum & Faculty Enhancement Program

Council on Independent Colleges (CIC)

The Washington Center for the Improvement of Undergraduate Education: ( Learning Communities & Curriculum Planning Retreats)

Building Engagement and Attainment for Minority Students (BEAMS)

NYU Faculty Resource Network (FRN)

HBCU Faculty Development Network (HBCUFDN)

Professional and Organizational Development Network in Higher Education (POD)

The Collaboration for the Advancement of College Teaching and Learning (The Collab)

Teaching Learning with Technology-Group (TLT)

Consortium for Innovation and Environmental Living (CIEL)


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Conducting or Co-Hosting the following Conferences:

JCSU Educational Technology Conference (conducted)

UNCF Mellon Learning Communities Summer Institute (conducted)

HBCU Faculty Development Symposium (co-host)

Association for Integrative Studies Conference (co-host)

Association for Liberal Studies Conference (co-host)

NYU Faculty Resource Network National Symposium “Advancing Women and the Underrepresented in the Academy (co-sponsored)

Curriculum Planning Retreat on Learning Communities (conducted)

Participating in Online Workshops and Conferences

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Build Relationships with other Grantors

Join grant writing groups (Faculty Learning Community)

Serve on Grant Advisory Committees

Include other grant activities in your program

Seek support from other grantors to fund components of your program

Advertise other grant programs in your program

Collect related data and send to other grantors

Share resources

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General Funding Sources

Federal Grants: Faculty Development Components

Department of Education

National Science Foundation

National Endowment for the Humanities

National Endowment for the Arts


Department of Defense, FIPSE, Title III, others

NIH MARC Ancillary Training Grants

Federal Improvement for Post Secondary Education (FIPSE)

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General Funding Sources continued...

Foundation Grants

Bush-Hewlett Foundation

Ford Foundation

Andrew Mellon Foundation

Title III

Lilly Foundation

Kellogg Foundation

Philip Morris

Lumina Foundation

Keck Foundation

Bell South Foundation and other Bell Foundations

Carnegie Foundation

Private foundations within the city, across the state, and nationally

Southern Education Foundation


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Thank-You for Participating

Email: [email protected]

Voice: 704-378-1287

Fax: 704-378-1281

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Learning Communities

Freshman Academy and the Sophomore Initiative

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Definition of Learning Communities

  • Consist of a variety of approaches that link or cluster classes during a given term, often around an interdisciplinary theme, that enroll a common cohort of students. This represents an intentional restructuring of students’ time, credit, and learning experiences to build community, and to foster more explicit connections among students, among students and their teachers, and among disciplines. At the heart of LCs is the integrated assignment.

    • Jean MacGregor, Barbara Leigh Smith, Emily Lardner and Gillies Malnarich, The Washington Center for Improving Undergraduate Learning

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OrganizationLearning Communities

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OrganizationLearning Communities Support

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JCSU Model: Learning Communities

  • 21 linked blocks/cohorts (all freshmen)

  • 30 (maximum) students per block

  • 5 five full-time faculty teaching in each block

  • Case manager for each block

  • Orientation leaders for each block

  • Peer Active Learning Mentors (PALMs)

  • 15-16 credit hour loads per block

  • Tutors

  • Student Engagement Active Learner (SEAL) Trainers

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JCSU Per Block (20) Organization

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Block Themes (JCSU) 2005-2006

  • Ethics in the Civic Realm: We Are Our World's Keeper

  • Ethics in the Civic Realm: The Creation of Community through Common Culture and Values

  • Closing the Achievement Gap: An Educational Imperative

  • Minority Health Disparities: Complex Issues, Complex Solutions

  • Belonging(s): Family Re-unions

  • Hipping the Hype: The Social, Ethical, Scientific, and Political Dimensions of Keeping Our World Healthy

  • What Is the Nature of Success?

  • Discipline and Desire: Inspiration to Improvisation

  • Who Am I: Community, Culture, and Identity

  • Discovering Self through Service

  • We Are Here Together: The Pros and Cons of Becoming a Multi-Cultural Society

  • Cultural Awareness and Critical Creativity: What Is It?

  • Quality of Life: Water, Water Everywhere and Not a Drop to Drink

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2006-2007 Cluster Themes

  • Blocks 1-4:

    • Communication or (Miss)Communication: Lessons for Life

  • Blocks 5 & 8:

    • This I Believe…

  • Blocks 6 & 7:

    • The Browning of America: Are we a Melting Pot or a Tossed Salad?

  • Blocks 9-12:

    • A Global Outlook: Survival Skills and Concepts

  • Blocks 13 &14:

    • Leadership for Life

  • Blocks 15-19

    • What Do You Know About That? The Social, Ethical, Scientific, and Political Dimensions of Keeping Our World Healthy

  • Block 20:

    • It’s Goin’ Down: Health in Your Culture

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The Sophomore Initiative Learning Communities Program

Marilyn Sutton-Haywood

Vice President for Academic Affairs

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Sophomore Slump

  • What is it? Students are bored in classes; their GPA’s take a nosedive (facing many courses they have delayed in the first year); they exhibit overall poor performance; and they are plagued with apathy or lack of motivation.

  • National statistics show that a large proportion of these students leave college altogether or transfer.

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Sophomore Slump continued…

  • Many of those who stay suffer from reduced motivation, and lower GPA’s. This leads to a higher than expected attrition rate from the second to the third year.

  • National research and data suggests that the sophomore slump warrants our attention.

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Sophomore Initiative Structure

  • Dean of Freshman and Sophomore Learning

  • Coordinator

  • SI Team consisting of Faculty and Case Managers

  • 9-10 linked Sophomore Blocks

    • LS 238 World Civilizations I is blocked with English 232 World Literature or LS 235 Studies in Society (Fall)

    • LS 239 World Civilizations II is blocked with English 232 World Literature or LS 235 Studies in Society (Spring)

  • 30 (maximum) students per block

  • 2 full-time faculty teaching in each block

  • Case managers (Career Services and Service Learning)

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SI Learning Community Block

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Block Theme (JCSU) 2006-2008

  • The Human Experience: Culture and the Individual

    • Cross-Curricular Interdisciplinary Integrated Assignments (CCIIA)—Reflective Essays

      • Fall —China

      • Spring—South Africa

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Career Development

  • Focus Assessment

  • Career Fair

  • Career Convocations

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Civic Engagement

  • LS 235 is a service-learning class. Students are required to do 10 hours of community service to meet course objectives.

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Sense of Community

  • Sophomore Convocation

  • Sophomore Picnic

  • SI T-Shirts

  • Co-curricular activities: Gullah Trip; African Food

  • End-of-Semester Celebration Dinners

  • Prizes for best CCIIA Reflective Essay

  • Newsletter—”The Sophomore”

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Sophomore Initiative: Use of Data for Improvement

Focus attention on critical thinking and writing

Integrate the strands within the SI

Continue to assess SI operation

Ensure that SI planning, organization, and management align with the University Strategic plan and assessment plan.

Refine the scheduling process

Streamline data collection

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Butler, K. & Dawkins, P.W. (2007). Developing learning communities in health and human performance. American Journal of Health Education,38 (4), 230-236.

Dawkins, P., Froneberger, B., Sutton-Haywood, M., Jeter, P. (2007). Engaging faculty in a Freshman Academy Learning Community. Journal of Learning Communities Research, 2 (1), pp. 1-19

Dawkins, P. (2006). Learning communities growing at historically black colleges and universities. Washington Center for the Improvement of Undergraduate Learning: Olympia, Washington.

Dawkins, P. W. (2006). Faculty Development Opportunities and Learning Communities. In N. Simpson and J. Layne (Eds.), Student learning communities, faculty learning communities, & faculty development (pp. 63-80). Stillwater, OK: New Forums Press Inc.

Malnarich, G. & Lardner, E.D. (2003, Winter). Designing integrated learning for students: A heuristic for teaching, assessment and curriculum design (Washington Center Occasional Paper for Improving the Quality of Undergraduate Education, Number1). Olympia, WA: Evergreen State College.

Learning Communities Website

Smith, B.L., J. MacGregor, R.S. Matthews, and F. Gabelnick. 2004. Learning communities: Reforming undergraduate education. San Francisco: Jossey-Bass

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