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