As the winter term comes to an end, the LC teams have been designing integrative assignments for their paired courses. While each individual course still proceeds via its own sequence of learning activities and assignments, at the centre of the paired course endeavour is a shared assignment that is introduced and worked on in both classes.
The integrative assignment should challenge students to make connections between the varying materials of each course; to apply different disciplinary concepts and methodologies to complex issues and problems; to synthesize and evaluate outcomes; and to reflect on the process. We’ve drawn on several resources to guide the design of these assignments, from the Washington Center’s heuristic Designing Purposeful and Intentional Integrative Learning to Boix Mansilla and Duraising’s Framework for Assessing Integrative Learning.
Each teaching pair now has a tentative idea of their integrative assignments. Here are their synopses: Continue reading
Since January, meeting every Wednesday afternoon, eight teachers have been at work on the development of four different paired-course pilots for the F2016-W2017 semesters.
These paired courses – two courses, two teachers, one co-enrolled cohort – are defined by several features: Continue reading
On November 3, Ian and Rob met with Carmela Gumelli, Dean of Academic Systems, to discuss the feasibility of running several pilot learning community course pairings for F2016. Carmela walked us through the standard procedures for scheduling, and identified some of the special needs of different programs, profiles, areas of study and certificates at Dawson. Procedures to force time blocks already exist, which would permit scheduling of back-to-back courses enrolled with a common cohort; it is then a matter of doing so with an eye to optimizing the availability of the course pairings to as many students as possible, and strategizing to recruit the right students at the right time to register in them. We also touched on the possibility that intensives could be utilized in course pairings or clusters, potentially opening learning community pairings to students whose timetables are crowded with preregistered courses. We left the meeting with the Registrar’s green light to develop and offer several pilot learning community course pairings for F2016.
Rob Cassidy and Ian MacKenzie attended the annual conference-retreat for ACLC colleges and universities in Hartford, CT. Joye Hardimann from Evergreen State College gave the keynote address, speaking to how inclusivity and diversity can by promoted through appreciative inquiry. Subsequent sessions over the next two days touched on integrating community-based research and service into course work; using urban settings like New York City as the focus of themed learning communities; adopting a “growth mindset” outlook to promote success for 1st generation college students; the promotion of “high impact practices” in teaching and learning; and strategies for introducing and sustaining curricular innovation across institutions.
The conference afforded us a opportunity to gather a range of clear and concrete ideas of how other colleges and universities are succeeding at curricular innovation via the learning community model. The collective experience and insights of ACLC insitutions is likely to be a significant resource as we move forward in the development of Dawson’s own LC framework.
This learning communities Ped Day session attracted more than 30 participants. Lead presenters included Carl Saucier-Bouffard and Geoff Pearce, who spoke about their joint efforts to extend learning beyound the classroom. They were joined by Anne Goodsell Love (Wagner College, NY) and Steve Henle (Concordia), who shared their experiences and insights regarding curricular learning communities at Wagner College and experiential learning at Concordia.
The meeting of October 8 examined attempts by Dawson faculty to put wicked problems at the centre of course work, and also the obstacles to designing truly interdisciplinary and integrative learning experiences. Carl Saucier-Bouffard and Geoffrey Pearce talked about a Reflections & Environmental Studies field trip to the oil refinery district in Montreal-Est. Participating on this trip were students from Carl’s Humanities: World Views class, Geoff’s Advanced Topics in Environmental Studies; they were also joined by Jeff Barnes and Michael Duckett who pitched in on the teaching side of the trip. The general objective was to give students an immediate experience of the local environmental and social impacts on Montreal-Est of oil refinery development. Continue reading