Learning Communities

Integrative Learning Communities

Integration allows students and instructors to explore issues and concerns of a major theme from a variety of academic disciplines. As students engage in content through the lens of their life experiences, they also make connections across disciplines. Our learning community models use integrative learning practices to encourage creative and critical thinking; they range from team taught to independently taught courses and projects.

Learning Outcomes

When students successfully complete an integrative learning course or project, they will be able to do at least two of the following:

  1. Identify the strengths and limitations of different fields of study or different ways of knowing.
  2. Explain and evaluate the relationships among different perspectives within a field of study, among different fields of study, and or different lived experiences.
  3. Integrate concepts and analytical frameworks from multiple perspectives to develop one or more of the following: comprehensive descriptions, multi-causal explanations, new interpretations, or deeper explorations of issues.
  4. Analyze and reflect upon insights gained from integrating multiple perspectives in a purposeful project or experience.

Learn more about current Learning Community course offerings in the quarterly class schedule at mycentral.seattlecolleges.edu. Learn more about current Integrative Learning projects from the Learning Communities Committee.

Sharon Spence-Wilcox, Learning Communities Committee Chair LCC.Central@seattlecolleges.edu

  • Multiple courses that are team taught by two or more faculty members with fully integrated course work.
  • Formerly called Coordinated Studies Program or CSP; renamed to avoid confusion.
  • Enrollment in a Learning Community course (LC) is often a full course load with a total package of 10-15 credits.
  • Interactive curriculum includes student seminars, field trips, group projects, performances, guest speakers, co-curricular activities – anything but your traditional classroom fare.
  • LC courses fulfill the Integrated Studies special requirement for the AA transfer degree.
  • Sample Courses:
    • The Art of War: ART 105 Modern Art; ART 255 Survey of Asian Art; HIST 210 The Pacific Century; HUM 105 Intercultural Communications.
    • Math in Motion I: MATH 151 Calculus I; PHYS 221 Physics I for Engineers; CSC 102Q Computers in Math.
  • Two independent courses with one or more overlapping assignments and the same students in both classes.
  • Sample Courses:
    • Ways of Knowing (Humanities and Math)
    • In Search of Community: People, Place and Poetics (Anthropology and English)(Humanities and Math)
  • Interdisciplinary collaboration through shared experiences and assignments.
  • Curriculum model that allows instructors from diverse disciplines to participate on independent schedules.
  • Ideal approach for broader participation and promotion of a cohesive and community-minded learning environment.
  • Student participation in a shared experience (readings, films, speakers, workshops, etc.) followed by reflection on how it relates to personal life experiences and academic fields of study.
  • Student engagement in discussions, posters, presentations, and/or papers on the selected theme where they consider a specific issue, demonstrate their understanding of its significance, and propose ideas to address it.
  • Sample Projects:
    • Place & Space: AStudents from English, Environmental Science, Global Health, Oceanography, ESL, and Sociology brought both local and global perspectives and solutions to key points related to climate and the sustainability of our planet: agriculture, energy, economy, democracy, and education.
    • Food: Students from English, Geography, Psychology, Environmental Science, Culinary Arts, and Sociology worked together to develop social change projects around the issue of food production, scarcity, and more. Student research from this project inspired the creation of a campus food pantry.