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• W126004327 abstract "Learning communities are a growing tool in use at colleges and universities around the country. In large part, these communities have been created in the hope that they will increase interaction among students and teach them apply knowledge in meaningful ways. In addition generating student interaction, learning communities should strive bring faculty together in collaborative settings. We should ask ourselves: how do faculty fit into the learning community? In a case study the author reflects upon his experience as a faculty member in a large multidisciplinary learning community. Recommendations provide guidance those who are looking develop teaching/classroom linkages with other departments on their campuses. Introduction Discussions of learning communities often revolve around the design and implementation of classroom management techniques created ensure that students absorb and apply knowledge in meaningful ways. Student focused, these learning communities are generally limited in their vision interactive engagements that students have with each other or with the faculty member teaching their course. However, such a restricted approach learning communities largely ignores the possibilities that exist for collaboration between faculty members from multiple disciplines. Parker Palmer (1987) argues that faculty members and administrators must, about community in settings of higher learning... differently) from the way we think about community in other settings, like the civil society, the neighborhood, the church, or the workplace. Within the academy, we need think about community in ways that deepen the educational agenda (p. 20). Widening the focus of our learning communities beyond the students who sit in the classrooms towards the colleagues with whom we share institutional goals and values is one way accomplish these ends. Employing a case-study examination of the author's experience as a post-doctoral teaching fellow in Wayne State University's Honors Program, this paper is a distillation of the successes and challenges experienced in creating a learning community populated by faculty from a diverse pool of disciplines. The faculty were assembled produce an expansive and vibrant learning community that spanned multiple sections of a common course. Although the setting for the research is a 4-year research university, community college faculty and administrators will find the information instructive as they work implement curriculum and practices that support the creation of broadbased learning communities. Wayne State University Honors Program As an urban research university in Detroit, Wayne State is committed to discover, examine, transmit and apply knowledge that contributes the positive development and well-being of individuals, organizations and society (Wayne State University Mission Statement 2001). Each university department and program plays a part in fulfilling the mission, but the Honors Program has organized its approach undergraduate education by identifying four that support the university's broad mission and fosters a community of learning in the department, classroom, and beyond. The four pillars are service, research, and career. Freshman who complete four years of study in the Honors Program direct their focus one of these pillars during each successive year of their program of study. While the primary focus of the present paper is the first year college experience and the creation of community, it is worth noting how the Honors Program works develop the remaining three pillars. During their sophomore year, students are actively involved in service learning projects. The exact form of the service learning is varied, but in all settings, students are linked with faculty and community based organizations. For example, a popular service learning choice is the Detroit Fellows Project. …" @default.
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• W126004327 date "2007-10-01" @default.
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• W126004327 title "Faculty Collaboration: Creating Multidisciplinary Learning Communities." @default.
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