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LC Models
Models
Triangle Model of Community and Communication -Dr. Jerry D. Feezel, Studies, Kent State University
The geometric form of the triangle best reflects the way community connects with the other elements. Community is the space for people created by the joining of the other three related terms. You begin with a solid base of understanding of what you share in common with others and use common ways of connecting with them. Then you enter into a sincere communion of spirit and commitment with the members of your community. The communication process sustains and develops the members within and enables connecting outside to other communities. The triangle’s wholeness and stability serves as a metaphor for a healthy, fully functioning community.
Miami University's two categories of faculty learning communities:
cohort-based and topic-based -Milt Cox, Miami University Cohort-based learning communities address the teaching, learning, and developmental needs of an important cohort of faculty that has been particularly affected by the isolation, fragmentation, or chilly climate in the academy. The curriculum of such a yearlong community is shaped by the participants to include a broad range of teaching and learning areas and topics of interest to them. These communities will make a positive impact on the culture of the institution over the years if given multi-year support. The examples of cohort-based communities at Miami are the Alumni Teaching Scholars Community for early-career faculty and the Senior Faculty Learning Community for Teaching Excellence for mid-career and senior faculty.
Each topic-based learning community is yearlong and has a curriculum designed to address a special campus teaching and learning issue, for example, diversity, technology, or cooperative learning. These communities offer membership to and provide opportunities for learning across all faculty ranks and cohorts, but with a focus on a particular theme. A topic-focused faculty learning community ends when the teaching opportunity or issue of concern has been satisfactorily addressed. Examples of topic-based communities at Miami are listed in the box above or on the previous page. -More information on both models
Faculty Learning Community where Teaching Portfolio Becomes Mentoring Model: Core and Associate Model -Dr. Andrea Wade, Broome Community College
This model fuses the reflective scholarship of the teaching portfolio, the efficiency of a cohort-focused faculty learning community, and the cross-disciplinary sharing of an issue-focused faculty learning community. Milton Cox (1995) proposed a department-centered approach to developing teaching portfolios as a means of increasing the importance of undergraduate education. Broome’s model expands upon this idea to create a community in which a few excellent faculty veterans can effectively mentor several junior faculty members through their mutual efforts in the creation of teaching portfolios. -More information on this model
The Hybrid Faculty Learning Community Model -Dr. Linda Beith, Community College of Rhode Island
Small learning circles composed of three to four faculty met weekly for one to two hours during the duration of a semester. Participants utilzed a companion website built in WebCT communication and collaboration tools encouraged the combined learning cirles to interact as a virtual learning community. Members of the learning circles completed an electronic pre-assessment to bencmark their skills (technology), introduce themselves to the virtual learning community on the discussion board, and identified one area of expertise they were willing to share. The WebCT learning community resource site gathered together a series of tutorials, examples and activities for learning circle participants to utilize during their weekly meetings but also offered anytime/anywhere informal access. To emphasize the importance of pedagogy as a driving force for using technology, the content was divided into six main areas. -More information on this model
Student Centered Learning Communities -Vincent Tinto, Syracuse University
The themes that organize the learning community can vary as do the audiences to whom the learning community is directed. At New York's LaGuardia Community College, learning communities are designed for students studying for a career in business. At Cerritos College in California, they include students in science and engineering. In other institutions, such as Iowa State University, learning communities serve the needs of new students. In those cases, learning communities frequently link the shared courses to a freshman seminar. In other cases, as in California State University-Long Beach, they are being adapted to the needs of "remedial" students. And in still other cases, such as the University of Michigan, they are part of a residential life program for new students. Learning communities provide a structure for student learning that can be applied to any content and adapted to any audience. -More informatin on student learning communities
| TRADITIONAL | COMMUNITY-BASED |
| Students or workers are passive recipients of information. | Students or workers are constructors of knowledge. |
| Focus is on isolated skills, final products. | Focus is on process as well as product. |
| Learning is primarily an independent activity | Learning emphasizes social engagements. |
| Emphasis is on acquiring bits of isolated information. | Emphasis is on making connections, fostering inquiry and problem solving. |
| Disciplines are viewed as discrete entities. | Disciplines are viewed as intertwining studies. |
| Curriculum is built around textbooks, guides. | Curriculum evolves from real-life concerns, student questions. |
| Information is largely restricted to classroom resources. | Information access includes global sources of information. |
| Evaluation is summative and final; it focuses on grades. | Evaluation includes formative assessment; it focuses on self-improvement. |
| There is limited, if any, time for reflection. | Reflection is integral to the process. |
Table from Harada, Lum, & Souza, 2003, Building a learning community
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