Creating a Learning Cluster
Just as LC courses feature a vast range of topics and approaches, so too do their origins vary. The common element is that they are not like catalogue courses, varying from year to year and crafted through student-faculty collaboration, although the degree of student input and faculty oversight will vary. Some LCs develop mostly from students, who develop a topic and identify a suitable faculty member, who in turn oversees the syllabus, the budget, and evaluation. Such courses involve mutual learning, with faculty typically outside of their comfort zone. Other LC courses form more from the initiative of faculty members, who may identify a topic linked to their research, personal interests, or current events. They then meet with interested students, who are encouraged to suggest readings, topics, and activities for the course.
Some LC courses evolve over nearly a year, with students discussing topics and meeting with faculty in the spring or summer. This is especially true of travel LCs, which require significant planning. Most LC courses take root in September and October. Detailed planning for LC courses should not take place until the faculty member has been approved as part of the LC roster, as determined by the Dean of Faculty. Once on campus, students may have ideas and approach faculty members. Discussions are often spurred by an early information session for first-year students and following optional session for the entire campus. As LC courses form, organizers (student and/or faculty) are expected to post their ideas to the LC Bulletin Board on Brightspace to ensure that interested students have an opportunity to be part of the course.
The Brightspace LC Bulletin Board
The Brightspace LC page is an essential resource. It features a list of faculty members teaching LCs, shortcuts to essential forms, and links to other useful resources. The Brightspace page includes forms related to field trips, pre-registration, expense requests, reimbursements, budgeting, per diem, expense cards, guest speakers, mileage, and more. Perhaps most important, especially in the Fall semester, is the LC Bulletin Board. Students and faculty who have ideas for potential courses can start a new discussion thread, as well as respond to existing ones. The Bulletin Board is used to form the early topics and rosters of LC courses, and to advertise meetings for interested students.
