A new issue of the Learning Communities Journal is now available online at the Journal website:
Volume 7 (2015) focuses on Difference Across the Curriculum: Learning Communities in Action. As the Editor-in-Chief’s message describes it, “The articles in this issue of the Learning Communities Journal feature the widest range of topics that we have published in an issue to date: college algebra, the scholarship of teaching and learning, adult indigenous students in Western Alaska, online synchronous community interaction involving medical educators, service learning, and a study through a first-person meaning-making lens using an interpretative phenomenological research design to better understand participants’ personal meaning-making processes from their learning community experiences. Amazingly and impressively, the common thread connecting the research done involving these topics is the learning community. However, this is not surprising to those of us who have experienced the power of student and faculty learning communities and communities of practice with respect to teaching and learning. This issue reflects and reports on why and how these authors designed and managed these projects.”
The articles in the new issue are as follows:
The Impact of Living-Learning Communities on College Algebra , Cheryl L. Beseler & Ernest L. Chavez, Colorado State University
Principles of Effective Faculty Learning Communities in Higher Education: A Qualitative Analysis of Faculty Participation, Patrick Blessinger et al., International Higher Education Teaching and Learning Association and St. John’s University
Bridging Faculty Development and Organizational Development: A Faculty Learning Community on the Scholarship of Teaching and Learning, David L. Boose & Pat Hutchings, Gonzaga University
Developing a Community of Practice With Adult Indigenous Students: A Culturally Attuned Format in Western Alaska, Diane McEachern, University of Alaska, Kuskowim Campus
Envisioning and Implementing Campus-Wide Programs and Curricula in Service-Learning: The Role of Faculty Learning Communities, Kathy McMahon-Klosterman, Miami University
Online Synchronous Faculty Learning Communities in Medical Education: It Can Be Done Successfully, Tracy O. Middleton et al., Arizona College of Osteopathic Medicine – Midwestern University
The Learning Communities Journal is a peer-reviewed journal published at Miami by and for faculty, faculty developers, and administrators at universities and two- and four-year colleges to share research about, experiences with, and student and faculty learning through learning communities. The Journal provides a scholarly, written forum for discussion about all areas affecting faculty and student learning communities, and gives community participants the opportunity to share proven, innovative strategies and thoughtful, inspirational insights. It celebrates 30 years of learning communities at Miami University.
We invite Miami faculty and staff to use the Journal as a resource for teaching and learning. Click “Issue Archive” to access all issues of the Journal; to locate teaching and learning topics you wish to research, click on “Search Archive.” This electronic version of the Journal is provided by funding from the Committee for Teaching, Excellence for all Miami faculty and staff.
For information about submitting manuscripts or other inquiries, click “Submitting Manuscripts” or contact Gregg Wentzell, Managing Editor, at the Center for Teaching Excellence, 317F Laws Hall, on Miami’s Oxford campus (telephone: 529-9265; e-mail: firstname.lastname@example.org).
Enjoy reading, and watch for Volume 8 of the Journal in 2016.