IDT G32 Implementing Effective Learning Communities
This course covers types of learning communities and strategies for marketing learning communities within the larger College community. In addition, students create integrated assignments and prepare assessment tools and strategies to evaluate student performance and the effectiveness of the learning community itself.
Prerequisite
Prerequisite: None
See Course Syllabus
Course Number and Title:
IDT G32 Implementing Effective Learning Communities
Campus Location
- Dover
- Georgetown
- Stanton
- Wilmington
Prerequisites
Prerequisite: None
Course Credits and Hours
2 credit(s)
2 lecture hours/week
0 lab hours/week
Course Description
This course covers types of learning communities and strategies for marketing learning communities within the larger College community. In addition, students create integrated assignments and prepare assessment tools and strategies to evaluate student performance and the effectiveness of the learning community itself.
Additional Materials
None
Core Course Performance Objectives (CCPOs)
- Analyze and evaluate types of learning communities and how they best fit the needs of students enrolled in various programs.
- Propose a learning community following one of the selected models.
- Develop integrated assignments for the proposed learning community.
- Create assessment tools for each integrated assignment.
- Compose an assessment plan for the proposed learning community following the College's guidelines for assessment.
- Formulate a plan and develop materials to market learning communities to prospective students.
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Analyze and evaluate types of learning communities and how they best fit the needs of students enrolled in various programs.
- Define three learning community models based on assigned readings.
- Identify models that work as first-, second-, and third-tier learning communities for students enrolled in Delaware Tech programs.
- Propose a learning community following one of the selected models.
- Identify and present a learning community model for a specific program.
- Develop, propose, and present a new learning community including the target population, the proposed topic, the courses, and ideas for at least one activity and integrated assignment.
- Develop integrated assignments for the proposed learning community.
- Research best practices for integrated assignments.
- Develop two integrated assignments that contain learning objectives, active/collaborative learning activity, procedures, and evaluation criteria.
- Summarize one sample integrated assignment that may serve as a model for future learning communities.
- Create assessment tools for each integrated assignment.
- Research tools and best practices for assessing integrated assignments.
- Revise or compose a rubric to assess one of the proposed integrated assignments.
- Compose an assessment plan for the proposed learning community following the College's guidelines for assessment.
- Review and discuss Delaware Tech's Learning Community Student Survey.
- Develop an assessment plan for one of the integrated assignments using the College's Student Learning Outcomes Assessment (SLOA) guidelines.
- Formulate a plan and develop materials to market learning communities to prospective students.
- Develop a marketing plan to reach potential students in order to populate the learning community during registration.
- Create a flyer to market the proposed learning community to prospective students.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.