Initiating a Learning Community
Instructions for Faculty
The following content outlines the process necesarry to create a new learning community.
Any questions about this process should be submitted to Doug Gardner.
Required Information to Initiate a Learning Community:
- Faculty Information (i.e., name, email, department)
- Two academic courses to be paired in the proposed learning community
- Rationale for the pairing of the two courses and a unifying theme to conceptually
pull together the two courses
- Description of the community engagement activities students will participate in during
the learning community
- Acknowledge both faculty have read the goals, outcomes, essential elements, and expectations.
- Acknowledgment of support by both Department Chairs
What do we want Learning Communities (as a program) to accomplish at UVU?
- Increase retention rates.
Proportion of students who complete the semester re-enroll the following semester,
year-to-year completion, complete degrees.
- Increase Student Engagement in the Classroom.
Participate in classroom discussions; student engagement in the classroom. Student's
connection to each other.
- Support Student Success.
Support for students at-risk; forming of a community of support within the (learning)
community. Completion of academic goals.
- Enhance Faculty Development.
Interaction among faculty pair, learning from among all learning community faculty.
- Promote Integrated Learning.
Integrated thinking; Dovetailing; combining of curricular elements.
What should students be able to do as a result of being in a Learning Community?
- Demonstrate commitment to teamwork and cooperative skills with peers in a collaborative way.
- Develop reflective learning skills that demonstrate growth and maturity in educational and
- Synthesize and transfer learning between two Learning Community courses and into new situations.
- Demonstrates ability and commitment to collaboratively working across and within community context
and structures to achieve a civic aim.
What brings about learning and programmatic outcomes?
- Scheduling of courses facilitates a sense of shared time and space.
- All pairs taught back-to-back.
- Integrated Curriculum
Explicit connections are made across the two courses.
- Faculty Collaboration
Faculty spend time together to discuss the integration of the curriculum.
- Reflective Learning
Students have the opportunity to reflect on the experiences taking place in class.
- HIGH QUALITY student-to-student and student-to-faculty interaction.
- Community Engagement
- Team-based Learning (Group Work)
Appropriate scaffolding is provided to the students to help them learn to work together
in a group. The opportunity exists to debrief group learning experiences.
Expectations for Faculty Participating in Learning Communities:
- Implement 7 classroom elements.
- Participate in Learning Community training events (i.e., one-day Learning Community
summer institute (week after Spring Convocation) and other training events during
your time teaching in a Learning Community).
- Teach in a Learning Community at least 4 consecutive semesters (2 years).
- Be mentored by experienced Learning Community faculty.
- Participate in and support assessment.
- Market Learning Communities.
- Provide draft of syllabus by June 15th.
Learning Community Compensation Chart
|| WHEN PAID
| Complete training to become a Learning Community (produce draft syllabus)
|| By July 1, start fiscal year
| Teach semester 1-4
|| After 3rd week of semester
| Teach starting at 5th semester
|| After 3rd week of semester
| LC Faculty Mentor
|| By June 30, start fiscal year