Learning communities have been demonstrated to dramatically improve student outcomes by engaging students in their learning. This provides a comprehensive guide for readers who want a broad strategic view of learning communities, enabling them to identify which type of LC best meets the learning needs of their students, and the context and mission of their institution. It also provides the tools for planning, designing and implementing what the authors define as 'powerful' LCs, and for understanding the assessment implications of their decisions.
Learning communities have been demonstrated to dramatically improve student outcomes by engaging students in their learning. This provides a comprehensive guide for readers who want a broad strategic view of learning communities, enabling them to identify which type of LC best meets the learning needs of their students, and the context and mission of their institution. It also provides the tools for planning, designing and implementing what the authors define as 'powerful' LCs, and for understanding the assessment implications of their decisions.
Oscar T. Lenning is retired from academics and is now Director of Lenning Consulting Services. After 15 years of research, writing and consulting at ACT and NCHEMS-and 20 years as academic VP and dean at colleges in New York, Iowa and Oklahoma-he spent eight years leading development of innovative new programs at three different collegiate institutions. Author of 130+ professional publications, his chapter on "Assessment and Evaluation" in1981 and 1989 in Delworth and Hanson's Student Services: A Handbook for the Profession became the standard for the student affairs profession in that area during the 1980s and much of the '90s. Denise M. Hill is Assistant Professor at Des Moines University teaching health law and ethics. She is also an adjunct faculty member at Drake University Law School and an of counsel attorney at the Whitfield and Eddy law firm in Des Moines. She is active in promoting cross-curricular and institutional learning opportunities and founded the first MHA student chapter in the nation of the American Health Lawyers Association. A trained mediator and frequent public speaker, previously she practiced law at two large law firms, was Manager of Public & Regulatory Affairs for the Iowa Medical Society and served as a labor relations attorney for the Iowa Department of Personnel. Kevin P. Saunders is Director of Academic Assessment at Drake University. Previously he served as the coordinator of continuous academic program improvement, chaired the learning communities assessment subcommittee, and taught research and evaluation courses at Iowa State University. He is a former resource faculty member for the Evergreen State College Learning Community Summer Institute and is a current Teagle Assessment Scholar. Andria Stokes is the director of the Center for Transformational Learning and Assistant Professor of Education at Avila University in Kansas City, MO. Her specialty is cognitive education; her focus has been on inquiry and const
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Acknowledgments Foreword Vincent Tinto INTRODUCTION. WHY WRITE THIS BOOK? The Audience for This Book How to Use This Book New Data. The "100-Institution Survey" Definition of Concepts and Key Terminology Why Create Learning Communities? 1. THE SCOPE AND TYPES OF LEARNING COMMUNITIES The Scope of LCs Factors/Facets of LCs A Typology of LCs LC Subtypes for Membership Facet Conclusion For Reflection 2. PREPARING FOR POWERFUL LEARNING COMMUNITIES Creating Purposeful LCs That are Powerful Conducting an Environmental Scan Principles for Design of Powerful LCs Designing Powerful LCs Conclusion For Reflection 3. CREATING AND IMPLEMENTING OPTIMAL FACE-TO-FACE, VIRTUAL, AND HYBRID LEARNING COMMUNITIES Comparison of Outcomes In Face-To-Face, Virtual, and Hybrid LCs Essential Processes Common to All Three Delivery Modes Essential Processes Unique to Face-To-Face LCs Essential Processes Unique to Online LCs Processes Unique To Hybrid LCs Conclusion For Reflection 4. CONCEPTUAL FRAMEWORKS FOR CREATING POWERFUL LEARNING COMMUNITIES Focusing on Learning in LCs Instructional Design Frameworks Holistic Frameworks Development Frameworks Overall Guiding Framework in the Creation of Powerful LC Conclusion For Reflection 5. ACHIEVING OPTIMAL STUDENT SUCCESS THROUGH POWERFUL SLCs, PLCs, AND LOs Developing Powerful SLCs Developing Powerful PLCs Developing Powerful LOs Conclusion For Reflection 6. CREATING ETHICAL AND LEGAL LCS Membership and Access Relationships Integrity, Privacy, and Liability Conclusion For Reflection 7. ASSESSMENT GUIDELINES FOR DIFFERENT TYPES OF LCS Connections to Research The Assessment Cycle Strategies to Create Powerful LC Conclusion For Reflection 8. ADDRESSING POTENTIAL PROBLEMS FOR POWERFUL LCS Overcoming Potential Problems for LC Success Conclusion For Reflection APPENDICES APPENDIX A-COLLEGES AND UNIVERSITIES SELECTED FOR THE 100-INSTITUTION SURVEY APPENDIX B-COMPENDIUM OF KEY FACTORS RECOMMENDED IN THE RESEARCH TO BUILD POWERFUL LCs APPENDIX C-POWERFUL LC PLANNING FORM APPENDIX D-EXPERIENTIAL EVIDENCE THAT FACE-TO--FACE AND VIRTUAL LCs DEPEND ON THE SAME PRINCIPLES AND TECHNIQUES APPENDIX E-100-INSTITUTION SURVEY RESPONSES REGARDING WHAT MAKES THE INSTITUTIONS' SLCs UNIQUE OR INNOVATIVE AND EFFECTIVE/POWERFUL APPENDIX F-KEY LAWS AND LEGAL RESOURCES IMPACTING LCs REFERENCES ABOUT THE AUTHORS INDEX ADDITIONAL APPENDICES APPENDIX G-A BRIEF HISTORY OF LCs APPENDIX H-A CALL FOR AND EVIDENCE OF EDUCATIONAL CHANGE APPENDIX I-WITHIN-CLASS LCs DEFINED APPENDIX J-MORE DETAILS ABOUT LEARNING PERTAINING TO DELIVERY FORMATS FOR SLCs APPENDIX K-THE ROLE OF CONCEPTUAL FRAMEWORKS IN LCs APPENDIX L-WEBSITE URLs PERTAINING TO LCs FOR 100-INSTITUTION SURVEY COLLEGES AND UNIVERSITIES APPENDIX M-EXAMPLES OF INSTITUTIONAL LC SUPPORT MATERIALS
Acknowledgments Foreword Vincent Tinto INTRODUCTION. WHY WRITE THIS BOOK? The Audience for This Book How to Use This Book New Data. The "100-Institution Survey" Definition of Concepts and Key Terminology Why Create Learning Communities? 1. THE SCOPE AND TYPES OF LEARNING COMMUNITIES The Scope of LCs Factors/Facets of LCs A Typology of LCs LC Subtypes for Membership Facet Conclusion For Reflection 2. PREPARING FOR POWERFUL LEARNING COMMUNITIES Creating Purposeful LCs That are Powerful Conducting an Environmental Scan Principles for Design of Powerful LCs Designing Powerful LCs Conclusion For Reflection 3. CREATING AND IMPLEMENTING OPTIMAL FACE-TO-FACE, VIRTUAL, AND HYBRID LEARNING COMMUNITIES Comparison of Outcomes In Face-To-Face, Virtual, and Hybrid LCs Essential Processes Common to All Three Delivery Modes Essential Processes Unique to Face-To-Face LCs Essential Processes Unique to Online LCs Processes Unique To Hybrid LCs Conclusion For Reflection 4. CONCEPTUAL FRAMEWORKS FOR CREATING POWERFUL LEARNING COMMUNITIES Focusing on Learning in LCs Instructional Design Frameworks Holistic Frameworks Development Frameworks Overall Guiding Framework in the Creation of Powerful LC Conclusion For Reflection 5. ACHIEVING OPTIMAL STUDENT SUCCESS THROUGH POWERFUL SLCs, PLCs, AND LOs Developing Powerful SLCs Developing Powerful PLCs Developing Powerful LOs Conclusion For Reflection 6. CREATING ETHICAL AND LEGAL LCS Membership and Access Relationships Integrity, Privacy, and Liability Conclusion For Reflection 7. ASSESSMENT GUIDELINES FOR DIFFERENT TYPES OF LCS Connections to Research The Assessment Cycle Strategies to Create Powerful LC Conclusion For Reflection 8. ADDRESSING POTENTIAL PROBLEMS FOR POWERFUL LCS Overcoming Potential Problems for LC Success Conclusion For Reflection APPENDICES APPENDIX A-COLLEGES AND UNIVERSITIES SELECTED FOR THE 100-INSTITUTION SURVEY APPENDIX B-COMPENDIUM OF KEY FACTORS RECOMMENDED IN THE RESEARCH TO BUILD POWERFUL LCs APPENDIX C-POWERFUL LC PLANNING FORM APPENDIX D-EXPERIENTIAL EVIDENCE THAT FACE-TO--FACE AND VIRTUAL LCs DEPEND ON THE SAME PRINCIPLES AND TECHNIQUES APPENDIX E-100-INSTITUTION SURVEY RESPONSES REGARDING WHAT MAKES THE INSTITUTIONS' SLCs UNIQUE OR INNOVATIVE AND EFFECTIVE/POWERFUL APPENDIX F-KEY LAWS AND LEGAL RESOURCES IMPACTING LCs REFERENCES ABOUT THE AUTHORS INDEX ADDITIONAL APPENDICES APPENDIX G-A BRIEF HISTORY OF LCs APPENDIX H-A CALL FOR AND EVIDENCE OF EDUCATIONAL CHANGE APPENDIX I-WITHIN-CLASS LCs DEFINED APPENDIX J-MORE DETAILS ABOUT LEARNING PERTAINING TO DELIVERY FORMATS FOR SLCs APPENDIX K-THE ROLE OF CONCEPTUAL FRAMEWORKS IN LCs APPENDIX L-WEBSITE URLs PERTAINING TO LCs FOR 100-INSTITUTION SURVEY COLLEGES AND UNIVERSITIES APPENDIX M-EXAMPLES OF INSTITUTIONAL LC SUPPORT MATERIALS
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