Thursday, April 10, 2003

1:00-5:00 p.m.
PRE-CONFERENCE WORKSHOP (separate registration and fee)

Workshop #1: Grant Writing Workshop
The first portion of this workshop will address the basics of writing grants to support learning communities. Participants will then develop a draft proposal in response to a Request for Proposals (RFP). Participants are encouraged to identify and bring with them a specific RFP in which they are interested to work with facilitators that have expertise in grant writing and have been successful in getting funding from a variety of public and private funding sources.
Barbara Leigh Smith, Co-Director, National Learning Communities Project, The Evergreen State College

2:00 - 5:00 p.m.
Pre-conference Workshops (Separate registration and fee.)

Workshop #2: Learning Communities 101: Structures and Designs
Curricular learning communities represent an intentional restructuring of student time and space to foster connections among courses, and more sustained collaborative work with fellow students and teachers. These structures can create an exciting venue for student engagement and for faculty development as well. The learning community idea is a simple one, adaptable to almost any curricular setting, from programs for the under prepared to honors, from freshmen and general education offerings to study in the major. Yet, the implementation of these programs is fraught with challenge. In this workshop, participants will invent some learning community possibilities, compare several learning community structures appropriate to different types of campuses and curricular needs, and discuss steps to invent sustainable models for our campuses.
Jean MacGregor, Co-Director, National Learning Communities Project, The Evergreen State College; and Jayme M. Stone, Coordinator of Undergraduate Studies, University of Central Arkansas

UPDATED WORKSHOP INFORMATION
Workshop #3: Assessing Learning Communities: Building Evidence that Matters
(Replacing How to Create Research From Your Teaching in Learning Communities)
This workshop provides a broad overview of the ways researchers have assessed learning communities to successfully meet the challenge to prove their worth and improve their effectiveness. This interactive session will enable participants to review several of the more popular surveys currently being used to study the college experience as well as strategies that can be employed to discover how to improve programs over time. Participants will receive a detailed bibliography on assessment as well as examples of effective assessment programs.
Vincent Tinto, Chair, Program in Higher Education, Syracuse University

Workshop #4: Faculty Development for Learning Communities
This workshop will review strategic approaches for faculty development in transition to learning communities. Participants will discuss faculty reward systems including promotion and tenure. They will leave with a framework of a comprehensive faculty development program specific to their type of institution. Materials on several campus programs will be distributed and nuts and bolts issues will be discussed.
Karen Oates, Professor, New Century College, George Mason University and Senior Science Scholar, AAC&U ; and John O'Connor, Associate Professor, New Century College, George Mason University and Visiting Scholar, AAHE

7:30 - 8:45 p.m.
OPENING PLENARY

Keynote: From Research to Reality to Research: Students' Experiences of Learning Communities
Through compelling stories, students will describe powerful and deep learning experiences in learning communities and faculty will discuss ways of integrating experience, theory, research, and practice.
James Anderson, Vice Provost for Undergraduate Affairs, North Carolina State University; Karen Oates, Professor, New Century College, George Mason University and Senior Science Scholar, AAC&U ; and student panel

8:45 - 10:00 p.m.
Welcome Reception and Poster Sessions
Join colleagues in viewing and discussing the latest models in learning communities while enjoying light refreshments and entertainment with a Southwest flavor.

Friday, April 11, 2003

8:00 - 9:00 a.m.
Poster Session and Continental Breakfast
Browse the posters while enjoying continental breakfast and conversations with colleagues.

9:00 - 10:00 a.m.
Plenary II: Strategies to Develop Research and Assessment for Learning Communities
William S. Moore, Coordinator, Assessment, Teaching & Learning, Washington State Board for Community and Technical Colleges

10:30 - Noon
Concurrent Sessions

Track I: Research and Learning Communities: Multiple Intersections for Quality Student Learning
Vincent Tinto, Chair, Program in Higher Education, Syracuse University

Track I: Integration and Assessment of Service-Learning in Learning Communities
Lynn Leavitt, Director, Center for Service and Leadership, and Karen Oates, Professor, New Century College -- both of George Mason University

Track II: The Electronic Portfolio: Learning Communities and Technology Applications
Stuart Noble Goodman, Associate Dean, and Michelle G. McBride, Adjunct Lead Faculty for the Assessment of Prior and Experiential Learning -- both of the University of Redlands School of Business; Robert C. Guell, Coordinator of First-Year Programs and Associate Professor of Economics, Indiana State University; and Darlene Hantzis, ACE Fellow, Northern Kentucky University

Track IV: Financing Learning Communities at a Time of Shrinking Resources
Barbara Leigh Smith, Co-Director, National Learning Communities Project, The Evergreen State College

Track V: Learning Communities and Class Action: Theatre for Critical Pedagogy and Social Change
Michel A. Coconis, Adjunct Professor, Capital University; and Terry Cluse-Tolar, Assistant Professor of Social Work, University of Toledo

Track VI: From Minority Access to Pluralistic Inclusion: The Challenge and Joy of Multiculturalism
Jane Maria Davis, Associate Professor of English, and Anne Richards, Doctoral Candidate, Iowa State University

1:30 - 2:45 p.m.
Concurrent Sessions

Track I: Effective Assessment of the Impact of Learning Communities
James Anderson, Vice Provost for Undergraduate Affairs, North Carolina State University

Track II: Having Students Learn More by Instructors Talking Less
Neil Sabine, Associate Professor of Biology, Indiana University East

Track II: Combining Research and Teaching in a General Education Natural Science Curriculum
W. Robert Midden, Associate Professor of Chemistry, Bowling Green State University

Track III: Learning Communities: An Environment Dedicated to Student Success
Teresa Ann Sellmer, Director, Arts and Sciences Advising and Learning Communities, and Patricia Doherty, Academic Advisor, Arts and Sciences Advising -- both of the University of Northern Colorado

Track III: Building an Integrated Learning Communities Team: Faculty and Student Affairs Partnership
Paul Dale, Dean of Student Services, Paradise Valley Community College; Sponsored by the National Association of Student Personnel Administrators

Track V: Community as Familia: A Two- and Four-Year College Collaboration for Students with a Migrant Background
Anne Marie Machin, Professor of Humanities, Aims Community College

Track IV: How to Use Collective Work and Responsibility to Build a Learning Community for African American Students
Jacqueline Dodds, Director, Michael McClellan, Counselor, and Donna Mungen, English Instructor, all of Ujima Program at Pasadena City Collective

3:00 - 4:00 p.m.
Roundtable Discussions by Topic
Select a topic from one of the following and join in the conversation with colleagues at tables of 10 each. Additional suggestions are welcome.

• On-line Learning Communities
• Teacher Preparation
• Assessment
• K-12 Partnerships
• First-Year Learning Communities At-Risk Developmental Learning Communities
• Student Perspectives

4:15 - 5:30 p.m.
Concurrent Sessions

Track I: "Deep Learning": Buzzword or Assessable Characteristic of Learning Communities?
Jeffrey Knapp, Director, Freshman Interest Group Programs, and Kimberly Harrison, Director Composition -- both of Florida International University

Track II: Isolating the Impact of Learning Communities and First-Year Residence Halls on First-Year Student Retention and Success
Robert C. Guell, Coordinator of First-Year Programs and Associate Professor of Economics, Indiana State University

Track III: Evaluating Outcomes Associated with a New Learning Communities Program: Effects on Academic Performance, Retention, and Student Expectations
Vincent R. Waldron, Professor of Communication Studies, Gaylene Armstrong, Assistant Professor of Administration of Justice, and Jennifer Regaldo, Research Analyst -- all of Arizona State University West

Track IV: Initiating an Integrated Learning Community focusing on Civic Engagement
Mary A. Stewart, Education Faculty; Jonelle Moore, English Faculty; Loretta Kissell, Communication Faculty; and Brian Dille, Political Science Faculty - all of Mesa Community College

Track V: Where Do I Belong? Assessment for Freshmen Placement
David Conley, Associate Professor and Center Director for Educational Policy and Leadership; and Terri Heath, Research Associate -- both of the University of Oregon

Track V: Engaged Scholarship: Integrating Service-Learning into Learning Communities
Wendy Gunderson, Interim Associate Dean and Coordinator of Social Sciences, Health, and Public Services, Collin County Community College; and Ted Lewis, Dean of Instruction, Cypress-Fairbanks College

6:30 p.m.
Dinner on your own or team up with others interested in similar discussion groups and restaurant selections. (Sign-up sheets available at conference registration)

Saturday, April 12, 2003

8:00 - 9:00 a.m.
Roundtable Discussions by Discipline and Continental Breakfast
Join with colleagues from one of the disciplines listed below to share your latest insights and experiences for developing and sustaining learning communities. Additional suggestions are welcome.

• Science
• Humanities and Arts
• Social Sciences
• Reading and Writing

9:00 - 10:00 a.m.
Plenary IV: Leading and Sustaining Change
Maria Hesse, President, Chandler-Gilbert Community College; Nancy Shapiro, Associate Vice Chancellor, University System of Maryland; Laurence Kaptain, Vice Provost for Faculty Programs and Academic Quality, University of Missouri-Kansas City; and David Schwalm, Vice Provost East College, Arizona State University West

10:30 - Noon
Concurrent Sessions

Track I: Development and Assessment of Learning Communities: Data Results and Implications for Improvement in Student Learning
Gaylene S. Armstrong, Assistant Professor; Jose E. Nanez, Sr., Professor; Colleen E. Carmean - all of Arizona State University West. Sharon S. McMorrow, Coordinator of Ascent and Cluster Learning Communities and supplemental Instruction; and Jean Kramlich, Academic Advisor, Arts and Sciences Advising Center - both at University of Northern Colorado

Track II: A Successful Learning Environment? Not All Students Agree: Hearing the Student Perspective
Margaret Tennant, Coordinator, Career Services, Moorpark College

Track III: Peer Mentors Bring LIFE to the Freshmen Year Experience
Meghan Biery, Coordinator, LIFE Program; and Martha Carothers, Interim Faculty Director, Center for Teaching Effectiveness - both at the University of Delaware

Track IV: Leading and Sustaining Change: Learning From the "Long Haul"
Gillies Malnarich, Washington Center for Improving Undergraduate Education, The Evergreen State College; Lynn Dunlap, Skagit Valley College; Lynn West, Spokane Community College; and Audrey Wright, Seattle Central Community College; Sponsored by The Washington Center for the Improvement of Undergraduate Education

Track V: Learning Through Successful Models and Case Studies
Bill Mullaney, Faculty, Chandler-Gilbert Community College

Track VI: From Personal to Scholarly Narrative in Learning Communities
Margit Watts, Director of the Rainbow Advantage Program, and Randy Hensley, Librarian, University of Hawaii, Manoa

1:30 - 2:30 p.m.
Roundtable Discussions by Regions
Join with colleagues from your region to share emerging understandings about learning communities and forge relationships that might be continued upon return to campus to advance your work and that of the region.

2:30 - 3:00 p.m.
Closing Plenary: Next Steps
This plenary will include an interactive summary of the many topics discussed during the conference. Participants will talk about what they have learned about combining experience, research, and learning theory and how they might apply what they have learned to their own work.
Jean MacGregor, Co-Director, National Learning Communities Project, The Evergreen State College; and Karen Oates, Professor, New Century College, George Mason University and Senior Science Scholar, AAC&U

3:30 - 5:30 p.m.
Post Conference Mini-Workshops (Separate registration and fee)

Mini-Workshop #1: Assessing Writing and Thinking in Learning Community Programs
Developing and assessing quality writing and higher order thinking skills are central to many learning community programs. The Cognitive Level and Quality of Writing Assessment (CLAQWA) was created to serve these purposes. In this workshop, participants will learn how CLAQWA addresses these purposes: 1) consistent assessment of student essays, 2) development of prompts to elicit specific cognitive levels for instructional and program assessment purposes, 3) feedback on students' writing strengths and weaknesses, 4) assessment of writing and thinking across learning communities.
Teresa L. Flateby, Director of Evaluation and Testing, University of South Florida

Mini-Workshop #2: Assessing Service-Learning
In this workshop, participants will discuss the basic components needed to design and assess successful service-learning experiences in learning communities. Participants will learn about several models of integration, methods of reflection, and standards for assessment. Examples of successful service-learning experiences and assessment of those experiences will be discussed. The format of the session will encourage participants to share their own experiences, questions, ideas, and perceived barriers in order to learn from each other as well as the facilitators.
Lynn Leavitt, Director, Center for Service Learning and Student Leadership

Mini-Workshop #3: Two Hours of Collaborative Learning
Participants will explore a variety of ways to help students find voice, think reflectively and work with others to deepen their learning and engagement. Participants will receive a set of activities and references to take back, modify and work into their curriculum.