The Liberation of the Learning Community: Engaging Students with Collaborative High Impact Practices
Conference Tracks
Academic/ Professional Development - Research
Abstract
How can a college course be rigorous yet reduce student stress and create an interpersonal, fun and exciting environment for students and faculty alike? One way is through teaching your course as a Learning Community. During the Fall of 2018, my English 1101 course was paired with a Psychology 1101 course. Students were more comfortable with each other and with both professors and were also more confident and thoughtful in their assignments and in their research. More creative and multimodal assignments were implemented - such as a Virtual Field Trip assignment, Media Claim Assignment, Sensory Assignment, and Motivation and Personality Assignments - which relied upon interconnected high impact practices that resulted in more introspective students and writing and more meaningful student-centered learning. Can a course become more impactful and enjoyable for students and faculty in more effortless ways? A positive and liberating answer, and semester, can be found through adopting a learning community.
Session Format
Presentation
Location
Room 3
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Randall, Jennifer, "The Liberation of the Learning Community: Engaging Students with Collaborative High Impact Practices" (2019). SoTL Commons Conference. 60.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/60
The Liberation of the Learning Community: Engaging Students with Collaborative High Impact Practices
Room 3
How can a college course be rigorous yet reduce student stress and create an interpersonal, fun and exciting environment for students and faculty alike? One way is through teaching your course as a Learning Community. During the Fall of 2018, my English 1101 course was paired with a Psychology 1101 course. Students were more comfortable with each other and with both professors and were also more confident and thoughtful in their assignments and in their research. More creative and multimodal assignments were implemented - such as a Virtual Field Trip assignment, Media Claim Assignment, Sensory Assignment, and Motivation and Personality Assignments - which relied upon interconnected high impact practices that resulted in more introspective students and writing and more meaningful student-centered learning. Can a course become more impactful and enjoyable for students and faculty in more effortless ways? A positive and liberating answer, and semester, can be found through adopting a learning community.
