Career-Focused Learning Communities for Second Semester Community College Students
Abstract
Teaching courses in isolation does not demand integration of concepts across disciplines. Linking career-related courses for learning communities addresses this challenge. To that end, we integrated two content-based courses along with career-based seminars emphasizing the application of the contents of the courses. This oriented students towards connecting ideas across the linked disciplines, stimulated critical thinking, and enhanced deeper understanding of the application of the courses to careers. We will discuss our steps in selecting and designing the linkage, our teaching approaches with integrative thematic seminars, and the development and administration of assessment tools. We will invite audience participation to critique our findings focusing on the scope for improvement. This will clarify the mechanics of integration and guide the audience in creating their own career-focused learning communities.
Location
Room 2905 A/B
Recommended Citation
Jahangir, Sarwar and Symister, Petra, "Career-Focused Learning Communities for Second Semester Community College Students " (2007). SoTL Commons Conference. 34.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/34
Career-Focused Learning Communities for Second Semester Community College Students
Room 2905 A/B
Teaching courses in isolation does not demand integration of concepts across disciplines. Linking career-related courses for learning communities addresses this challenge. To that end, we integrated two content-based courses along with career-based seminars emphasizing the application of the contents of the courses. This oriented students towards connecting ideas across the linked disciplines, stimulated critical thinking, and enhanced deeper understanding of the application of the courses to careers. We will discuss our steps in selecting and designing the linkage, our teaching approaches with integrative thematic seminars, and the development and administration of assessment tools. We will invite audience participation to critique our findings focusing on the scope for improvement. This will clarify the mechanics of integration and guide the audience in creating their own career-focused learning communities.
