Powerful Learning Communities A Guide to Developing Student, Faculty, and Professional Learning Communities to Improve Student Success and Organizational Effectiveness

ISBN-10: 1579225802

ISBN-13: 9781579225803

Edition: 2013

Authors: Oscar T. Lenning, Denise M. Hill, Kevin P. Saunders, Andria Stokes, Alisha Solan

List price: $32.00
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Learning communities have been demonstrated to dramatically improve student outcomes by engaging students in their learning.This book constitutes 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.The potential power of LCs is realized through effective facilitation, appropriate team-building activities, linkages, planning, and active collaboration that promotes learning of the group and the individual group members – all of which topics are covered in this volume.This book is organized around the three themes of setting the stage, designing an LC, and building or enhancing a powerful LC, and covers three types of learning communities – student, professional (faculty, staff), and institutional LCs concerned with student learning – providing a range of tools and forms to facilitate planning. The authors also address designing and maintaining hybrid and virtual LCs. This book is intended as a practical resource for anyone at any level in higher education who wants to champion, develop or redesign student or professional LCs, or even explore broader initiatives to develop their institution into a learning organization. Administrators in academic and student affairs administrators will find guidance for setting appropriate policies and allocating resources. The book may also serve as a textbook for graduate courses in institutional leadership and policy studies, curriculum and instruction, student affairs, or assessment/evaluation. This is a radically revised new edition of The Powerful Potential of Learning Communities: Improving Education for the Future(1999).
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Book details

List price: $32.00
Copyright year: 2013
Publisher: Stylus Publishing, LLC
Publication date: 2/12/2013
Binding: Paperback
Pages: 370
Size: 6.00" wide x 9.00" long x 1.00" tall
Weight: 1.100
Language: English

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 counselattorney 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 constructivist learning that involves facilitating deep understanding and conceptual thinking systems. Throughout her career Dr. Stokes has designed and implemented numerous student and professional learning communities. In recent years she published the cognitive education program, Moving Toward Cognitive Excellence, Finding Out Real Knowledge a high school literacy program, and has been a University of Kansas Cohort member on Creating Digital Portfolio Assessments for Students with Special Needs.

Alisha Solan is a Communications Instructor at Grossmont College in the Grossmont-Cuyamaca Community College District and Miramar College in the San Diego Community College District. In the past she has taught at Gateway College in the Maricopa Community College District in Phoenix, at Austin Community College in Texas, the University of Texas at Austin, Texas A & M University, Southwestern University and St. Edwardrsquo;s University in Texas. In addition to a focus on learning, she is a communications expert with a PhD in Communication Studies from the University of Texas at Austin. Dr. Solan also freelances as an editor and dissertation coach.

Why Write This Book?
The Audience for This Book
How co Use This Book
New Data: The "100-Institution Survey"
Definition of Concepts and Key Terminology
What Is Community?
What Arc LCs?
What Are the Three Primary Types of LCs?
What Arc Powerful LCs?
What Is "True Community"?
Why Create LCs?
The Scope and Types of LCs
The Scope of LCs
Factors/Facets of LCs
Delivery Format
A Typology of LCs
LC Subtypes for Membership Facet
Learning Organizations (LOs)
Professional LCs (PLCs)
Student LCs (SLCs)
For Reflection
Preparing For Powerful LCs
Creating Purposeful LCs That Are Powerful
Conducting an Environmental Scan
Principles for Design of Powerful LCs
Designing Powerful LCs
Building Partnerships to Support Powerful LC Development
Developing an Effective Partnership Between Academic and Student Affairs
Developing an Effective Partnership with Institutional Research/Student Assessment
Selecting Members
For Reflection
Creating and Implementing Optimal Face-to-Face, Virtual, and Hybrid LCs
Comparison of Outcomes in Face-to-Face, Virtual, and Hybrid LCs
Essential Processes Common to All Three Delivery Modes
Planning and Preparation of Powerful LCs
Implementing and Operating Powerful LCs
Sustaining and Improving Powerful LCs
Essential Processes Unique to Face-to-Face LCs
Essential Processes Unique to Online LCs
Essential Processes Unique to Hybrid LCs
For Reflection
Conceptual Frameworks for Creating Powerful LCs
Focusing on Learning in LCs
Instructional Design Frameworks
Holistic Frameworks
Development Frameworks
Overall Guiding Framework in the Creation of Powerful LC Strategies
Information Gathering
Building Understanding
Productive Thinking
Strategic and Reflective Thinking
For Reflection
Achieving Optimal Student Success through Powerful SLCs, PLCs, AND LOs
Developing Powerful SLCs
Relevant 100-Institution Survey Revelations
Exemplary SLCs of Different Types and Pertinent Suggestions
Additional Suggestions for Building Powerful SLCs
Developing Powerful PLCs
Relevant 100-Instiiution Survey Revelations
Exemplary Institutional PLCs With Broader Membership
Exemplary Institutional Faculty, Staff, and Administrator PLCs
Exemplary PLCs Across Institutions
Suggestions for Building Powerful PLCs
Developing Powerful LOs
Relevant 100-Institution Survey Revelations
Exemplary LOs
Suggestions for Building Powerful LOs
For Reflection
Creating Legal and Ethical LCs
Membership and Access
LC Membership Issues
LC Access Issues
Promoting Positive, Healthy Relationships Within the Community
Relationships Between the LC Coordinator and Members
Member-to-Member Relationships
Integrity, Privacy, and Liability
LC Content and Communications
For Reflection
Assessment Guidelines for Different Types of LCs
Connections to Research
Connecting Assessment and Learning
Three Essential Findings About Learning
A Critique of Current Efforts
The Assessment Cycle
Strategies Tot Assessment to Create Powerful LCs
Identify Desired Results
Determine Acceptable Evidence
Collect Needed Evidence
Analyze and Interpret the Evidence
Discuss and Use Results
Review Desired Results, Evidence Needed, and Other Steps of the Assessment Cycle
For Reflection
Preventing and Addressing Potential Problems
Overcoming Potential Problems for LC Success
Admin is native
Faculty/Staff Participation
Faculty/Staff Interaction
Student Conduct
Other Potential Problems
For Reflection
A Note About the Appendices
Colleges and Universities Selected for the 100-Institution Survey
Compendium of Key Factors Recommended in the Research to Build Powerful LCs
Powerful LC Planning Form
Setting the Stage
Designing Powerful LCs (Blueprint)
Building Powerful LCs (Foundation)
Assessing and Sustaining Powerful LCs
Experiential Evidence that Face-to-Face and Virtual LCs Depend on the Same Principles and Techniques
100-Institution Survey Responses Regarding What Makes The Institutions' SLCs Unique Or Innovative And Effective/Powerful
How the institutions' SLCs are unique or innovative
What helps make the institutions' SLCs effective/powerful
Key Laws and Legal Resources Impacting LCs
Membership and access lam and legal resources related to LCs.
Relationship laws and legal resources related to LCs.
Ownership, privacy, and liability laws and legal resources related to LCs.
About the Authors
Additional Appendices
These appendices are incorporated into the e-book edition and may also be found at www.styluspub.com/resres/other/PLC.pdf.
A Brief History of Lcs
A Call For And Evidence Of Educational Change
Within-Class LCs Defined
More Details about Learning Pertaining to Delivery Formats for SLCs
The Role of Conceptual Frameworks in LCs
Website URLs Pertaining To LCs For 100-Institution Survey Colleges and Universities
Examples of Institutional LC Support Materials
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