Resources for Learning Community Coordinators
Learning Community proposal forms are due on Friday, November 14, 2014.
Expectations of a Learning Community Coordinator
- Assist with the marketing of the Learning Communities offered through your office, school/college, or department. This can include emails and postcards to deposited students, information at War Eagle Days and prospective student events, or phone calls from current students to incoming freshmen to name a few.
- Maintain open communication with the Learning Community office. Please make sure that you are responding to emails and phone calls from the Learning Community team in a timely manner and keeping the LC office informed of any changes or adjustments to your Learning Community.
- Complete all required paperwork from the Learning Community office on time. Please complete all required paperwork from the LC office in a timely manner and encourage your students to complete their paperwork (spring registration forms, evaluations) as well. Work with your LC's First Year Seminar instructor to allot time for the LC office to come into class twice during the fall semester to distribute this paperwork.
- Assist the Learning Community students outside of the classroom as needed. Many times, you and your First Year Seminar instructors will be the faculty or staff members that these new Auburn students feel the most comfortable coming to for an academic or personal issue. Please do what you can to connect them with the appropriate resource on campus or within the community. The Learning Community office can help you determine these resources.
- Offer social activities outside of the classroom. Consistent with the guiding principles of Learning Communities, Coordinators are highly encouraged to plan social activities to facilitate social development among the Learning Community. These can be lunches in the dining areas, holiday socials, or attendance at an Auburn athletic event. The LC Coordinator doesn't necessarily need to be present; these can be run by the First Year Seminar instructor or the Peer Instructor as a way to strengthen their relationship with the students.
- Communicate with the faculty members teaching the associated LC core courses. By communicating with the faculty involved with the other classes that are a part of the students' Learning Community experience, LC Coordinators or their First Year Seminar instructors can facilitate academic success and integration of coursework within the Learning Community. The Learning Community office can provide you with this information.
Expectations of a Learning Community First Year Seminar Instructor
- For those LCs with UNIV 1100 or UNIV 1150 as an anchor course, fill out the First Year Seminar instructor application. Even if you have taught a First Year Seminar before, you will be required to fill out the instructor application and attend an interview. No one will be approved to teach with a Learning Community unless they are also approved by the First Year Seminar Coordinator.
- Attend the required instructor training. New First Year Seminar instructors are required to attend a specific number of training sessions offered through the First Year Seminar office. The Learning Community office also encourages returning instructors to attend those sessions which will serve as a refresher course or those that offer new ideas for your curriculum.
- Work with a Peer Instructor if possible. First Year Seminar instructors within the Learning Community program are encouraged to work with a Peer Instructor, an upperclass assistant for the Learning Community anchor course. The PIs attend every class and are frequently given the opportunity to assit with teaching (e.g. planning, lesson deliver, etc.). Peer Instructors act as liaisons between the instructor and the LC students and helps students get acclimated to the university. Peer Instructors are key to helping the LC students plan study groups and are automatically a part of the Learning Communities Activities Board, a great resource for PIs across LCs for room reservations, social ideas, and funding.
- Incorporate the Auburn Connects! Common Book into your class with the help of the Auburn Connects! office. Whether you require your students to read the whole book, just a few chapters, or you just encourage them to be familiar with the book, there are ways to bring the topic and themes of the Common Book program into your classroom. The Auburn Connects! office has presentations they are excited to lead for your students and will also be able to provide proof of attendance at specific Auburn Connects! events. You can contact the Auburn Connects! team at 334.844.5721.
- Assist the Learning Community office with gathering information from the LC students. Twice during Fall term, the Learning Community office requires information from the LC students - spring registration forms and LC evaluation forms. Please allot time for the LC office to come into your class to distrubute this paperwork and encourage your students to complete it.
- Help the Learning Community students outside of the classroom as needed. Many times, you and your LC Coordinators will be the faculty or staff members that these new Auburn students feel the most comfortable coming to for an academic or personal issue. Please do what you can to connect them with the appropriate resource on campus or within the community. The Learning Community office can help you determine these resources.
- Communicate with the faculty members teaching the associated LC core courses. By communicating with the faculty involved with the other classes that are a part of the students' Learning Community experience, First Year Seminar instructors can facilitate academic success and integration of coursework within the Learning Community. Simply obtaining a syllabus from each of these faculty will assist you with understanding your students' academic schedules and help you plan your syllabus to meet the needs they are currently experiencing.