This website provides a wealth of resources on learning communities. It contains links to LC programs, projects, publications, and many articles about the practical aspects of design, implementation and assessment. It also has information about an annual summer training program.
Research says students will:
"Life is an integrated process. Learning communities provide students with this experience for learning college-level subjects… They also develop a social support system, an invaluable tool for their success at NCC."
"Linked courses help students make closer connections among course materials."
"LCs provide students with a supportive and challenging learning environment that will fire their curiosity, enable them to think critically and become bolder about expressing their own opinions on issues."
Research says teaching in a learning community:
"Participation in a learning community has provided me with a sense of standards of academic achievement in other disciplines."
"I have met new colleagues and engaged in a different kind of teaching/ learning experience." "The Learning Communities Program contributes to an atmosphere of mutual respect and shared interest in teaching and learning. It promotes a community of scholars and artists in which everyone’s work is valued equally."
There are several learning community models. At NCC, our LCs take the form of linked
courses or learning clusters. A cohort of students enrolls in two courses that are
paired with a common theme or materials. Faculty work together to design syllabi,
joint assignments and projects. “The best learning communities are classrooms where
students are connected through meaningful conversations in cooperative groups with
each other and their teachers” (Hess & Mason, 2005, p.30). Therefore, strategies for
building active learning in the classroom are recommended for linked courses. Some
examples include: collaborative and cooperative learning, discussion groups, field
trips, problem-based learning, writing and speaking across the curriculum, ongoing
reflection and self-evaluation.
Hess, M. & Mason M. (2005). The Case for Learning Communities. Community College Journal, 76 (1), Aug/Sep, 30-35.
After you have selected a compatible partner, choose a theme (materials) that will coordinate both courses and address the specific learning goals for your students. Thus far, our faculty has designed courses for the Liberal Arts, future teachers and for RDG and ESL students. Beginning Fall ’06, linked courses for students in career and vocational programs will be offered.
Whose American Dream? – Understanding Self and Society
Psychology and Literature: An Exploration of Human Integrity
Back to the Beginning: Exploring the Origins of Western Art and Thought
Struggles and Achievements: Then and Now
Race, Class, Gender: Rethinking the American Dream
Continuity and Change: Frontiers Then and Now
Learn to Read Your Body
Urban Legends and Social Myths
When Worlds Collide
Everyone is invited to teach in learning communities.
The LC Steering Committee holds two workshops a year. Each one provides a formal opportunity to learn more about learning communities and meet faculty who are interested in working together. You can ask your department chair or complete the form below and forward it to firstname.lastname@example.org.
One Education Drive, Garden City, New York 11530-6793 - 516.572.7501
Nassau Community College A Part of the State University of New York System (SUNY)
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