FALL 2008 LEARNING COMMUNITIES

Global Linkages

For All Majors

Linda Stevenson, PSC 213 International Relations

Dottie Ives Dewey, GEO 101 World Geography

Globalization is emerging as one of the defining social and economic forces of the late- 20th and 21st centuries. In the Global Linkages Learning Community we will explore the political, economic and cultural issues surrounding globalizing trends and critically examine their impacts on developed and developing areas in the world. In the International Relations course we will explore international structures of power and multi-national governing alternatives for a globalizing world. In the World Geography class we will look at the spatial patterns and developmental footprints that arise from global interactions. Some of the specific topics that we will address include global climate change, the politics of global warming and immigration policy. We will also explore how all of us, as global citizens, can be better contributing members of the global community.

Determining Goals and Preparing for the Future

For Premajor (undeclared) students

Hans Schmidt, SPK 208 Public Speaking

Leigh Shaffer, SOC 200 Introduction to Sociology

Theme: Determining Goals and Preparing for the Future

Wondering about your academic major?  Concerned about what kind of career you might work toward?  Interested in learning more about how to transition into college?  The premajor learning community provides students with an interdisciplinary learning experience, incorporating some career and academic advising to help students develop educational and career goals.  Students will take two linked general education courses, Public Speaking (SPK 208) and Introduction to Sociology (SOC 200), to develop their communication skills while becoming more knowledgeable on social systems and structures that shape our understanding of the self and others.  In addition to the linked courses, we will have opportunities outside the classroom to identify career interests, receive academic/career advice, and attend special events to our course work.  

Forming Communities

Commuter Learning Community

For All Majors

[A SAT Writing score of 500-610 is required]

Juanita Comfort, WRT 120 Effective Writing

Ruth Porritt, PHI 180 Introduction to Ethics

Clique? Band? Subculture?  Have you ever wondered about the social and language dynamics that cause in-groups to develop?  These concerns can be especially important when individuals enter a new situation, such as the first year of college.  In this Learning Community we will study the ways people can form flourishing communities that support individual and collective growth even as we will also examine how some communities can impair human development.  Our goals include increasing our understanding of what it means to live a good life in college and beyond.  We will read and write about topics related to the formation of in-groups from two disciplinary perspectives—English and Philosophy.  Students in this learning community will also get opportunities to know the campus better through special functions offered through the Office of Off-Campus and Commuter Students and the Learning Communities Project.

Compassionate and Critical Creativity

For All Majors

[A SAT Writing score of 500-610 is required]

Ruth Porritt, PHI 180 Introduction to Ethics

Hyoejin Yoon, WRT 120 Effective Writing

How can artists contribute to our global community?  In this learning community we will study how emotion and expression are integral to creative and critical ways of thinking.  We will explore interdisciplinary connections between philosophy and writing studies, considering possibilities for visual and performing artists to respond to the world around them in creative, compassionate, and critical ways. We will engage with emotion as a powerful realm of knowledge and consider what we can gain from this understanding as writers, artists and students of philosophy. By viewing films, reading poetry and discussing paintings, we will develop our own creative tools for building bridges between divergent ways of seeing the world.

 Leadership and Community Action

For All Majors (Social Work majors especially encouraged to apply).

[A SAT Writing score of 500-610 is required]

Rick Voss, SWO 200 Introduction to Social Welfare

Seth Kahn, WRT 120 Effective Writing

The Leadership and Community Action Learning Community is an exciting partnership between Social Work and English Composition designed for students interested in creating change in their community through service, advocacy, and activism.  Community-based projects help students and faculty get involved by partnering the power of social action and the power of the written word.  Through Prof. Voss’s Introduction to Social Work (SWO200) we will explore the importance of community advocacy and political engagement, and learn about the variety of approaches that Social Work uses to address the problems that challenge our communities.  In Prof. Kahn’s Effective Writing (WRT120) we will write about and for members of the community who need or want their interests represented.  Together, these two courses and other Learning Community activities put students in a position to take leadership addressing major social issues.

 Global Environmental Issues

For All Majors

Heather Wholey, ANT 102 Introduction to Anthropology (Cultural)

Joy Fritschle, GEO 101  World Geography

In the “Global Environmental Issues” Learning Community, incoming first-semester students register for Cultural Anthropology (ANT 102) and World Geography (GEO 101) as well as live together in a residence hall.  In the Anthropology course a cultural ecology perspective is highlighted and in the Geography course biogeography is emphasized.  This pairing offers students a holistic background for exploring cultural and natural elements involved in important world environmental issues.

Teaching and Learning in History and Popular Culture

For All Majors

A SAT writing score of 500-610 is required

Vicki Tischio WRT 120 Effective Writing

Karin Gedge HIS 151 History of the United States I

Most Americans consider access to quality primary, secondary, and post-secondary education a right and an essential means to economic opportunity.  Although many Americans spend 12-16 years (or more) in school, we spend very little time reflecting on that experience.  In this LC we will explore the nature of our experiences with school historically and culturally.  In HIS 151, we will debate educational issues in the context of U.S. history through the Reconstruction era.  Using our textbook, a variety of selected primary sources, and your own school experiences, we'll try to answer questions such as "How well has education ensured freedom or prompted democracy?"  "Does controversy enhance the teaching of U.S. hhistory?" We'll examine the role and purpose of education in the colonial era, the growth of the Common School movement, the struggle for education during and after slavery, among other topics.  In WRT 120, we will continue to look at these themes/issues through the lens of popular culture (films, music, advertising, art).  You will write your own first hand accounts of school-related experiences and will critique depictions of teaching and learning in popular culture. The two courses will also include some shared writing and reading assignments and extra-curricular activities that will create a sense of community across the courses while reinforcing the interdisciplinary connections.  Overall, this LC will help you become more savvy consumers of education and educational culture, more aware of the historical underpinnings of current education practices, and more adept writers and thinkers.