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Sparking Learning Communities Into an All -Star Fireworks Show

Join Christine Cain, Scott Cooke and Kaylee McAllister as they discuss the importance of learning communities in higher education, the residential curriculum model, and building connections on campus. Learn practical strategies to create intentional student interactions, involve outside stakeholders, and adapt the model to different institutions. Share and explore institutional practices that support learning communities.

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Sparking Learning Communities Into an All -Star Fireworks Show

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  1. Sparking Learning Communities Into an All-Star Fireworks Show Christine Cain. Residence Life Coordinator (Texas Tech University) Scott Cooke, Manager for Student Leadership & Engagement (University of Texas at Austin) KayleeMcAllister, Graduate Hall Coordinator (Texas Tech University

  2. Presentation Overview • Learning Communities and their function at Texas Tech University • Residential curriculum- a platform for reform • Building campus connections and partnerships with students, faculty and staff • Practices that you can bring home to your institutions

  3. Goals of Presentation • Provide strategies for creating intentional student interactions • Tips for working with outside stakeholders and getting them involved • Discuss the adaptability of this model for different institutions • Provide a space to share institutional practices

  4. Learning Communities at TTU • At Texas Tech, we want to provide “transformative communities where students seeking similar academic goals can live, learn and play together.” • Social capital = knowledge • Learning is active choice • Cooperation is valued • Community > isolation

  5. Learning Communities at TTU • 18 Learning Communities (LC) • LCs are primarily major specific • Students with declared major are eligible for LC at time of housing sign-up • Not connected to a specific course • “Themed” LCs • Transfer students, first generation, global leadership, etc. • LCs make up 4,000 students on campus • 50% of the in-hall population • LCs range in sizes of 35-40 students to 500+ depending on building or floors.

  6. How we make it work Staff • Manager of Academic Initiatives • Graduate Assistant for Learning Communities Residential curriculum • Created space for us to incorporate our departmental values and focus on holistic student development Stakeholder Participation • Connecting housing staff and students to other campus partners

  7. Residential Curriculum Opportunities for Reform

  8. Residential Curriculum: Platform for Reform History of TTU’s Residential Curriculum Model • Departmental & Campus History • Priority of Learning Communities • Supporting documents • Supporting Schools

  9. Residential Curriculum 5 Areas of Focus Requirements Year long plan Autonomy is built in for halls Five areas are reflected in all strategies • Achievement • Engagement • Independence • Character • Civility

  10. Differentiating Curriculum and Strategies Curriculum Strategies Programs Active Passive Bulletin Boards Intentional Conversations • Progression based learning structure

  11. Implementing a Curriculum • Developing resources • Campus Partners • Programming “check list” • Training in hall staff • In depth review of student population • Training student staff • Practice conversation

  12. Building Connections on Campus

  13. Stakeholders • Building stakeholder participation • How we market to them • Campus led • Starting off the year right • Monthly stakeholder meetings • Student led • Address needs of both students and stakeholders • Different types of stakeholder relationships

  14. Stakeholder Relationships The “involved” stakeholder • Good communication • Ideator • Inclusive • Equal partnership • Advertising • Participation • Monetary support • Advisor The “less-than-interested” stakeholder • Assigned via historical relationship or departmental requirement • Lack of attendance or interest • Mismatch in experience • Singular focus

  15. How are Learning Communities supported or not supported by your wider institution?How can we establish collaborative partnerships on campus to help connection our students once they leave housing? Breakout Discussion

  16. Questions?

  17. Resources • Cross, K. P. (1998). Why learning communities? Why now. About campus, 3(3), 4-11. • Smith, B. L., MacGregor, J., Matthews, R., & Gabelnick, F. (2004). Learning communities: Reforming undergraduate education. San Francisco, CA: Jossey-Bass.

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