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In my time here, I have had three really genuinely positive learning community experiences at PSU --  For me, the first has been my doctoral cohort.  We learned how to learn together and over the course of our two years together we came to genuinely rely on one another --  why did that work?  It worked because we took the time to get to know and trust one another.  The other -- the FYS steering committee.  Again, over the course of the past two years we have gotten to know and trust one another and get better and better at thinking together and learning from one another.  The last effective PLC was my training for teaching composition.  This one is unique in that there was a leader and he had a clear idea of what he wanted us to know, but still allowed us to be different and encourage us to process toward a shared understanding.

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Reflective practice as part of the FYS Fellows. This was one of the most meaningful semesters that I've had at PSU. The group collectively supported, questioned, and challenged each other in a way that always pushed me forward.

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I have had several good experiences that have involved people agreeing to regularly dedicating time to a shared interest or project and then SHOWING UP to participate for the good of all. This means that people agree to prioritize the group effort and PSU over their individual work...

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Reflective practice, teaching circles, book groups, Lourdes Aviles' group work sessions in Lamson, impromptu hallway conversations (leading to folks wishing we had more time to spend talking about all of this....)

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Reflective practice, teaching circles, book groups, Lourdes Aviles' group work sessions in Lamson, impromptu hallway conversations (leading to folks wishing we had more time to spend talking about all of this....)

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One informal learning community I have developed is with the folks who also have offices in the same hallway in my building. We tend to say good morning when we arrive, check in with each other informally, share frustrations and concerns and successes, ask each other for advice, and in general act as a small supportive community. The best part: we never decided to become a "learning community" and it just developed on its own.

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Exploring interdisciplinary territory with expertise and experiences from colleagues.

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Exploring interdisciplinary territory with expertise and experiences from colleagues.

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Since summer, most of my LC moments have seeped their way into cracks between all the hard-scaped features of the semester. This usually means, unscheduled discussions
in the hall, in meetings about other things, in the restroom...

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In fall 2018 my class hosted an award winning play "The Defamation Experience". The play focused on bias awareness. Over 200 students and faculty attended the production and the feedback from the audience, both students and faculty was tremendous. One major theme of the feedback was to do something else with the production, i.e., a roundtable discussion which better captured the types of biased experienced here at PSU. I  had hoped to bring the production back to campus but there is a cost of almost $6000 dollars to do so. Yipes!!! 

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In fall 2018 my class hosted an award winning play "The Defamation Experience". The play focused on bias awareness. Over 200 students and faculty attended the production and the feedback from the audience, both students and faculty was tremendous. One major theme of the feedback was to do something else with the production, i.e., a roundtable discussion which better captured the types of biased experienced here at PSU. I  had hoped to bring the production back to campus but there is a cost of almost $6000 dollars to do so. Yipes!!! 

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Any time I have taken students off campus for an field trip has allowed for our "class" to expand and grow into a true learning community.

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Any time I have taken students off campus for an field trip has allowed for our "class" to expand and grow into a true learning community.

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In 2008, we hosted a DIVERSITY scholar to come to the campus for 4 days.  She ran a series of interactive workshops addressing race, ethnicity, ability, socio-economics, privilege and gender with students, faculty and staff.  Right here in this room we engaged in meaningful activities, in conversation across disciplines -- and the President required every dept and every office to send one representative.  We culminated the 4 days of activities/discussions with an amazing viewing of the film CRASH in the big gym in HUB with over 200 people participating in a program that had each person sympathize with a character in the film.  It was well facilitated and meaningful!

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In 2008, we hosted a DIVERSITY scholar to come to the campus for 4 days.  She ran a series of interactive workshops addressing race, ethnicity, ability, socio-economics, privilege and gender with students, faculty and staff.  Right here in this room we engaged in meaningful activities, in conversation across disciplines -- and the President required every dept and every office to send one representative.  We culminated the 4 days of activities/discussions with an amazing viewing of the film CRASH in the big gym in HUB with over 200 people participating in a program that had each person sympathize with a character in the film.  It was well facilitated and meaningful!

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We have gotten together for fun times walking, hiking, skiing, but always end up talking & sharing & learning.

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I have experienced 'learning community' during some of our simulation events, such as the disaster drill. During these events, we get to truly play with learning, and we bring in the creativity of many people from perspectives outside of our own discipline. The students benefit enormously!

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I have experienced 'learning community' during some of our simulation events, such as the disaster drill. During these events, we get to truly play with learning, and we bring in the creativity of many people from perspectives outside of our own discipline. The students benefit enormously!

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My students, and their students, are my learning community. I'm energized by their wonders, discoveries, and plans for personalized development as learners. This makes me wonder: will more students be invited to join the next CPLC cohort??

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Opportunities to engage in learning communities are everywhere! 

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Opportunities to engage in learning communities are everywhere! 

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Reflective praxis, discipline-hosted workshops on best practices in pedagogy, education sessions at disciplinary conferences, OER workshops, casual colleague discussions by the copier, formal colleague discussions in program meetings. Wish we did more of this in Clusters but our Cluster meetings are mostly about administrative needs

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Asking everyone I meet different questions that I have, and often distracting them from their work in order to find out how different activities or teaching strategies work for them.

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Asking everyone I meet different questions that I have, and often distracting them from their work in order to find out how different activities or teaching strategies work for them.

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Taking a giant leap to leave my disciplinary structure and join a cluster on my own has allowed me the freedom to create new connections on campus and learn and grown with  colleagues I would not normally have worked so closely with. 

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Taking a giant leap to leave my disciplinary structure and join a cluster on my own has allowed me the freedom to create new connections on campus and learn and grown with  colleagues I would not normally have worked so closely with. 

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Throughout my career, my discipline has served as a real learning community. We share values and practices, which becomes visible when we come in contact with people trained in different disciplines. PSU's challenge is to build a new form of community based on shared values and practices that don't come from long disciplinary training and acculturation.

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Throughout my career, my discipline has served as a real learning community. We share values and practices, which becomes visible when we come in contact with people trained in different disciplines. PSU's challenge is to build a new form of community based on shared values and practices that don't come from long disciplinary training and acculturation.

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Through taking course work/skills
with me into the "real world" with major help and support from faculty members and professors.

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a place where I feel heard and seen--but disconnected from my experience in the program where I teach

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a place where I feel heard and seen--but disconnected from my experience in the program where I teach

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My experience with a year-long interdisciplinary project that involved students and faculty from 3 different disciplines allowed me and my students a chance to learn across our disciplinary borders and impact the community.

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My experience with a year-long interdisciplinary project that involved students and faculty from 3 different disciplines allowed me and my students a chance to learn across our disciplinary borders and impact the community.

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Meeting with colleagues (informally), to discuss struggles, successes, and plans on how to succeed with our students.

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Meeting with colleagues (informally), to discuss struggles, successes, and plans on how to succeed with our students.

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I experience many examples of a learning community within my own department. We have a Director, but we share leadership within areas of expertise. We collectively design and implement learning opportunities and projects for students, and we evaluate their effectiveness. I would love for this model to exist on a larger scale at PSU.

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I experience many examples of a learning community within my own department. We have a Director, but we share leadership within areas of expertise. We collectively design and implement learning opportunities and projects for students, and we evaluate their effectiveness. I would love for this model to exist on a larger scale at PSU.

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Julie

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Had an alumni sleepover at my house this weekend. These students are now my family. Ultimate learning community.

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Had an alumni sleepover at my house this weekend. These students are now my family. Ultimate learning community.

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Am I crazy? Am I communicating effectively? 

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Am I crazy? Am I communicating effectively? 

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The INCAP class last spring was a true learning community with me learning along with my students.

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Most of the time people have not followed through on large scale projects and I end up picking  up the slack. #morehonesty

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Most of the time people have not followed through on large scale projects and I end up picking  up the slack. #morehonesty

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PSU students as "teachers" at BU during academic conference.

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PSU students as "teachers" at BU during academic conference.

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Made a show with colleagues. Wouldn't do it again. #honesty

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Made a show with colleagues. Wouldn't do it again. #honesty

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My old shelter cannot stand the change of time anymore. I'm on the road with many other vagabonds...excited and scared.

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My old shelter cannot stand the change of time anymore. I'm on the road with many other vagabonds...excited and scared.

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Cross listed courses in dance and sculpture. Made a collaborative performance of film, dance and sculpture. Went to NYC.  Super hard but got it done.

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Cross listed courses in dance and sculpture. Made a collaborative performance of film, dance and sculpture. Went to NYC.  Super hard but got it done.

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I'm not alone in my thinking, risk taking or vulnerability.

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Being a part of the Women's Studies Council feels like a learning community, as several generations of professors from a variety of disciplines come together to discuss how we can best support our students and the WS minor.

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What is the difference between a learning community and becoming a learning organization? 

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What is the difference between a learning community and becoming a learning organization? 

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I felt more connected, I interacted with a lot of people I wouldn't have otherwise. But I also experienced it as taking on some new work, work that was exciting but still added more to my plate. I appreciated having my attention refocused on the experiences of students, and am encouraged to work in new ways for them, but I haven't figured out how to make the whole thing sustainable.

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Coming in as a new faculty member last year, and having some folks to discover "the PSU way" through all this change, and in our new roles here.

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a

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Engaging with the same group of faculty for 10+ years in a reflective practice group. We truly trusted each other and could be radically vulnerable in our sharing of our challenges in our teaching practice. Although we have not been able to participate for several years, these are still the colleagues I turn to when I'm struggling with something.

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I have experienced community through freely chosen associations with colleagues across disciplines who share common beliefs and values about education and strive to do better.

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I have experienced community through freely chosen associations with colleagues across disciplines who share common beliefs and values about education and strive to do better.

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Participating in reflective practice groups, book reading groups, collaborating with colleagues by co-teaching, co-presenting, attending university days...being open to learning new things and seeing what happens...

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Participating in reflective practice groups, book reading groups, collaborating with colleagues by co-teaching, co-presenting, attending university days...being open to learning new things and seeing what happens...

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When I first arrived at PSC, the first-year faculty had a group called the "Introduction to Professional Community". Although it seemed "extra" at the time it was really nice to come together once a month to learn about Plymouth State and hear how things were going. I distinctly remember a session where we discussed "service learning". As a scientist fresh from my PhD, I literally had no idea what those two words together meant. It was humbling and interesting to know that there was a whole world of pedagogy that I didn't know existed.  I think I bonded a bit with that group and began to form my learning community here.

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I have experienced community through the INCAP pilot program, where we met regularly to design the course's underlying principles, and engaged in thoughtful, reflective practice throughout the semester. I learned a lot about who I am as a teacher through this process. I also felt supported to experiment with open and project-based learning in this context.

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I have experienced community through the INCAP pilot program, where we met regularly to design the course's underlying principles, and engaged in thoughtful, reflective practice throughout the semester. I learned a lot about who I am as a teacher through this process. I also felt supported to experiment with open and project-based learning in this context.

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Spending a semester in CO studying online showed me the immense support I have from faculty members on campus. It was more challenging to gain credit for different internships and practicums, get advising help, meet with professors while not physically being on campus. I had one professor offer an entire in-person course online specifically for me so I could graduate on time with a Spanish minor. Thankful for video chatting and email!

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I have experienced learning community by being mentored and supported in my early years as an instructor at PSU.

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I have experienced learning community by being mentored and supported in my early years as an instructor at PSU.

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Getting to chat with all the people I've met through the CoLab and the CPLC! I sometimes felt--before I started interacting with the CoLab/ Robin/ etc--that I didn't really have a learning community? Even though I was literally IN classes? Are classes learning communities, even? Should they be? I sometimes jokingly talked with Liz Ahl about starting a group called "English Majors Talk About Deep Shit" and I'm always still dreaming about it! One time there was get together with a few students and a few profs to talk about grad school and we talked about a lot of things. It f e l t like learning and it felt like community.

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Since IDS is such a diverse group of students, I run into other IDS majors all over campus. Some of us are very different but some of (and our programs) are very similar. It's helped me connect with people with very similar goals and ideals I'm not sure would otherwise be put on the table as readily as they are by simply stating our contract titles.

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My colleagues in my program are part of my learning community. I feel that we push each other to think about what would be best for our students and consider how to support each other in our work. I regularly receive emails from my program colleagues of articles or websites that they think could be useful or of interest to me or my students.

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I have had so many "we should really get together and talk about..." conversations with other faculty. This semester is one of the first where I've said, "let's get something on the books right now or we'll never actually talk." I now have 2 regularly scheduled meetings in which I can discuss supporting the learning of specific students or general musings. And though I generally wilt at the thought of more meetings, these meetings bring me greater joy and enthusiasm than any of the other recurring meetings that are a required part of my work experience.

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My first semester teaching FYS faculty met in reflective practice groups. This was so helpful. The feedback and support given helped me design better class activities and I grew and learned so much from all of them. I am very grateful to have that learning opportunity.

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My first semester teaching FYS, I had the opportunity to engage in reflective practice with four other FYS instructors. This learning community provided me the opportunity to dive more deeply into my practice as well as consider what other instructors were working on in their practice.

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These varied, and I associate them with Wednesdays (were they after faculty meetings?).  There was an annual chili contest.  Always there were coolers of libations.  There was good cheer and a sense of community.  While it was not focused on "learning," I felt nonetheless that I was among a community engaged in the "populist art" of challenging the concept of learning in student friendly ways -- specifically embracing the public mission of the college to get distinctly non-ivy students to realize how to learn and become just as good as those they seemed to have an inferiority complex about not being. The sharing of "war stories" helped me understand the "trenches" in which I worked -- and I think/hope it made me a better "teacher."

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We started a reflective practice group for online learners nearly 7 years ago now. The group is still going strong. We refer to ourselves now as a "professional learning network" but this is what I think of when I think of learning community. We share problems of practice, discuss new policies and practices, have co-authored journal articles, and we are buddies! We've expanded to include faculty and other folks from all over NH and sometimes beyond. We work to learn to together and then to influence others at our own sites or to impact others by sharing our experiences via articles.

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The IDS Council (and the Women's Studies Council, which I haven't been on for a bunch of years) has always felt bigger than a committee. It's felt to me truly like a group of colleagues with a shared "evolutionary purpose" (new phrase I learned this semester and like a lot). The IDS Council does a ton of important work, but also steers the IDS program-- and as a result the program evolves in a healthy and incremental way.

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The Open Learning & Teaching Collaborative

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Interdisciplinary Studies Council

The Interdisciplinary Studies Council (IDS Council) is made up of faculty members from many different academic disciplines. The Council is responsible for advising the IDS program on policies and procedures, and for approving our majors' individualized contracts.

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IDS Faculty & Staff | The Open Learning & Teaching Collaborative

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Interdisciplinary Studies Council The Interdisciplinary Studies Council (IDS Council) is made up of faculty members from many different academic disciplines. The Council is responsible for advising the IDS program on policies and procedures, and for approving our majors' individualized contracts. Matthew Cheney, Chair Brian Eisenhauer, Social Science Department, Associate Director Center for the Environment (Term expires 5/20) ...

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Remember the Society for Scholarly Dialogue? I think it's still somewhat alive? I know that I used to go really regularly, and as a new faculty member, this was key to me feeling part of an intellectual community. I especially remember Liz and I in Frost-- regular attendees always excited to learn stuff that was out of our wheelhouse, and hear what our colleagues were up to. I loved Annette's on Lizzie Borden, among others.