| |
THEME I: BECOMING A TEACHING AND LEARNING COMMUNITY
Reflective Essay on Theme I, Issue No. 1: Continued
Emphasis on Being a Teaching and Learning Community
Development of the Concept of Learning Community On-campus
Despite the large size of the campus and presence of many
aspects of instruction and campus life which might be construed
as part of an overall "learning community," CSUSB
has only recently begun to focus systematically on the development
of intentional learning communities. As the campus grows
to its maximum capacity of 20,000 FTES students it is increasingly
important that we assure that all students and faculty are
actively engaged. One of the first tasks of the Theme I
Committee was to develop a broad, working definition of
a learning community:
Learning Community: A group of people
with a common set of interests and goals who come together
on a regular basis in a specific locale (physical or electronic)
to share ideas, enhance understanding, and support one another.
This definition is not yet widely adopted or accepted but
still serves as a means of starting the campus conversation
on the topic. Also developed were a series of operational
definitions and hallmarks of a Successful Learning Community.
(See
http://thewasc.csusb.edu/edueffrev/thm1/appendix/i1/CharacCSUSBLearnComm.doc
and http://thewasc.csusb.edu/edueffrev/thm1/appendix/i1/LearnComComp.pdf)
In the past two years, the Teaching Resource Center has
promoted development of a Teaching Academy (http://trc.csusb.edu/academy/ ) of key faculty who would be actively involved in assisting
the development of projects to engage faculty and students
in "intentional" teaching and learning communities.
(In fact, though the Teaching Academy is still in the developmental
phase, it may be seen as evidence of an emerging learning
community.) Among the initiatives underway are:
-
revision of the new student orientation
and advising process to stress engagement, student responsibilities,
and a smooth transition to the university
-
encouragement of an interdisciplinary
American Cultures Faculty Seminar, through support of
supplies, teaching materials, speakers, and travel to
workshops
-
linking groups of GE courses into themes
and the integration of courses as in our Honors Program,
"blended" Liberal Studies major and credential
program
-
providing additional teaching and mentoring
support for new faculty during their first year on campus
-
participation in the national reform conversation
by participation in programs, such as the AAHE Summer
Academy, the Carnegie Academy for Scholarship of Teaching
and Learning "Campus Clusters" project, and
the National Learning Communities project
-
a proposal for a specific time in the
university or departmental schedule for learning community
activities
-
expansion of existing models of intentional
learning communities, such as the Honors Program and Blended
Liberal Studies program
-
development of additional "living-learning"
experiences and engaging faculty and staff with resident
hall students
Parallel with this effort was the development of a Learning
Research Institute, (http://trc.csusb.edu/academy/mission_st.html)
which would begin to carry out our strategic objective of
supporting the discovery and application knowledge about
learning processes. A director has been appointed, a mission
statement and charter have been written, and advisory boards
are being developed. Meanwhile, an operational plan of short-term
activities and long-term activities was developed with assistance
of the Teaching Academy members. Over time it is expected
that this institute would formulate scholarly projects,
generate financial support, allocate research funds, disseminate
findings in journals, workshops and conferences, serve as
an advocate and focal point for scholarly attention on adult
and long-term learning, and provide avenues for faculty
interdisciplinary discussions of learning effectiveness
and how to incorporate these innovations into the learning
processes.
Inventory of Learning Communities. In 2001-02, each department
and office on campus was asked to provide examples of how
their area was engaged in development of one or more learning
communities and engaging students outside the classroom.
Also, each program was asked to provide an example and assessment
of their best educational practices. Our analysis of this
extensive inventory revealed a wide variety of models that
constitute the CSUSB learning community. We found a great
deal of faculty involvement with students in research apprenticeships,
mentoring and outreach, community service learning connections,
and support for student intellectual, social, and pre-professional
growth.
The attached report on learning communities and educational
practices at CSUSB (http://thewasc.csusb.edu/edueffrev/thm1/thm1iss1/thm1iss1(6).htm)
contains an overview of our current learning community activities
and provides perspective on a very comprehensive and complex
model of a successful university learning community with
twenty-four types of components, such as:
-
specialized, national accreditation of
programs
-
rewarding in-class experiences, participation
in research projects and in creative or research competitions
-
opportunities to connect disciplines in
a teaching and learning capacity with peers inside and
or outside the campus
-
physical spaces for interaction and congregation
on campus, as well as residential opportunities at summer
camps and field sites
-
targeted support for ethnically underrepresented
students
-
leadership training for students and alumni
-
virtual as well as physical connections
to other students and the broader community
-
student clubs and association that provide
a balance of intellectual, social and pre-professional
activities
-
social and professional gatherings, field
trips, internships
-
attention to career placement for graduates,
such as job information sessions
-
sets of learning communities that work
independently or interdependently
-
the faculty's active encouragement of
student involvement within and outside of classroom assignments
-
events that celebrate community
-
Academic Orientation Sessions
-
Advising, First Year Seminars
-
Basic Skills and Remediation
-
Retention, Mentoring, Student Progress
and Academic Probation Counseling
-
Adjunct and Supplemental Instruction
-
Learning Center
-
Writing Center
-
Educational Opportunity Programs
-
Pre-collegiate Academic Development and
K-12 Outreach
The attached report on "What encourages and supports
learning both in and outside the classroom?" focuses
on two examples of these types of programs, the Educational
Opportunity Program (EOP) and Student Assistance in Learning
(SAIL). (See full report on this topic at http://thewasc.csusb.edu/edueffrev/thm1/appendix/i1/RepEncourSuppLearn1.doc).
Separate reports and analyses of the other programs may
be found in the appendix to this issue report.
Likewise, post-baccalaureate students in our twenty master's
degree programs receive support from their graduate program
coordinators and departmental programs as well as the office
of the Dean of Graduate Programs, (http://gradstudies.csusb.edu)
which provides information on degree requirements and processes,
financial assistance, the writing requirement for incoming
grad students, thesis format and style, individualized interdisciplinary
programs, student research support and competitions, and
a newsletter on faculty research and publications. This
office also encourages minority recruitment and enrollment
through participation in graduate school information fairs,
the California Forum for Diversity in Graduate Education,
pre-doctoral fellowships, the McNair Scholars program, and
the CSU Forgivable Loans program for doctoral study.
The important role of our Teaching Resource Center (http://trc.csusb.edu)
and its many effective programs in support and development
of faculty in improvement of instruction cannot be overemphasized.
The aim of the TRC is to promote effective and innovative
instruction and to provide services that lead to excellent
teaching and active learning. The Center is dedicated to
the vision of an academic community engaged in active learning.
Active learning involves increased teacher-student interactions,
student-student interactions and content-student interactions.
It considers the diverse characteristics of 21st Century
learners and is characterized by accessibility and flexibility
through utilizing both technological and non-technological
resources in the design, development and delivery of instruction.
(The success of TRC is analyzed in detail below as part
of the essay and report on Theme I Issue #3 Faculty Development.)
The work of the TRC is facilitated by the Instructional
Quality Committee, which acts as the advisory body.
The degree of success of our many learning support programs
and student satisfaction with them is described elsewhere
under both Theme I and Theme II reports, which examine the
nature and extent of our support programs and the operational
aspects. Our analysis found many excellent opportunities
for student engagement and participation in CSUSB learning
communities, for involvement in departmental, administrative
and student development activities. (One of the potentially
most effective ways of getting students engaged in applying
what they have learned in the classroom is Service Learning.
A full report on our activities and projects in this area
is found under Theme III Engaging with the External Community
and the Region as well as in our Strategic Plan Progress
Report.)
The findings from our studies of the actual level student
engagement and participation in the extensive activities
and opportunities provided by CSUSB were somewhat disappointing
(though typical of a campus with a many commuters and non-traditional
students who have significant family and job obligations
outside the university). The campus clearly needs to find
ways to both encourage greater student involvement and to
provide new and additional services for those involved in
part-time study, off-campus instruction, and distance learning.
Parallel with an additional focus on building student identification
and engagement with the campus through new modes of interaction
and involvement is the corresponding need for additional
programs that stimulate and involve younger, full-time students
and the growing number of students living on-campus in residence
halls or in the many apartments near by. Assuring a total
learning environment of direct instruction and co-curricular
programs, service learning, and active engagement of students
in both campus and community life will remain a challenge
and require continual attention.
|
| |
|
