Freshman Learning Communities

Learning communities are intentional and structured opportunities for students and faculty to learn in collaborative and interactive environments both in and outside of the classroom. In a learning community, the emphasis is on the integration of information and the building of knowledge from an interdisciplinary perspective. Here are some examples of students' comments about their experience in a learning community:

“I think this learning community was a great way to learn…I strongly believe it helps students learn better by having two faculty instructors to get help from rather than one.”

“I really enjoyed this experience and I enjoyed making a difference in the Lynchburg community.”

“I think this learning community was a great way to learn. These were my two favorite classes and professors.”

Students in the learning communities also report that they are more likely to ask questions and participate in class discussions, work collaboratively with classmates and discuss materials outside of class, and seek assistance from their professors than in their other classes. And, most importantly, the students in learning communities recommend this experience to other first year students! There are three kinds of learning communities available to you.

Course-based Learning Communities(sign up on the Schedule Preference Form)
Learning communities "link" courses around a theme-usually two in which the same group of students enroll. The faculty coordinate their syllabi so that what the students study in one course may be re-visited in the second course. All of the learning communities have co-curricular activities planned to complement the coursework. These include field trips, service, physical activities, films, plays and other outings.

“ABOVE” Learning Community—an outdoor recreation and leadership development program
Students in "ABOVE (Above and Beyond Orientation Value Experience) are part of an outdoor recreation and early orientation program that combines wilderness experiences with a freshmen English Composition class that focuses on readings and writings about the environment. Students selected to be in this program will participate in a pre-semester program in August that includes challenge course training, backpacking, and choices of rock climbing, canoeing or caving. Students will be co-enrolled in ENGL 111 and HPE 109 in the fall semester and ENGL 112 in the spring semester (earning 7 credit hours in the freshmen year). Students in the ABOVE program will also live near each other in a designated residence hall.

Living and Learning Communities
For students interested in biomedical sciences, athletic training, or nursing majors, we invite you to consider a "living and learning" community option. We're dedicating areas on our residence halls for students in these majors to live together and be part of programs and activities that will help you be successful in these demanding academic programs. You'll share some classes together and will find it easier to study together, get involved in major-related activities, and develop friendships with other students who share your interests and goals. To indicate your interest in one of our residential living/learning communities, go to the Housing Preference Form.

We invite you to be part of our learning communities in fall 2009; here are our course-based offerings for the upcoming year. On the Schedule Preference Form, indicate your interest by ranking the ones that interest you most and we'll build one of these into your fall schedule.

Course-Based Learning Communities (Fall 2009)

Creating (and repairing) Superman: The Benefits of Athletic Training and Exercise Physiology for Superheroes and Humans Alike

AT 100: Introduction to Athletic Training, Dr. Debbie Bradney (3 credit hours)
HPE 102: Concepts for Exercise and Lifetime Wellness, Dr. DuAnn Kremer (2 credit hours)

This learning community will examine the relationships between lifetime wellness and basic athletic training and exercise physiology concepts. The following issues and questions will be explored:

• Injury prevention: How is low back pain related to flexibility and core strength? Does pickle juice prevent cramps?
• Human physiology: Genetically (and biomechanically) are you destined for greatness? How can you really slow the aging process? Can you change muscle into fat? How d you get those six pack abs? Are free weights better than weight machines?
• Exercise: How can you train to improve fitness but not injure yourself in the process? What do you do when you ignore the advice and do have injuries? What does RICE have to do with fixing an injury?
• Training: Are all "trainers" the same? What do athletic trainers do that personal trainers don't do? What do both of these "trainers" need to know? What is the difference between physical therapy and athletic training?
• Nutrition: Water or Gatorade when you exercise? Are all carbohydrates bad? Should we be eating a high protein diet?

Answers to these questions and others will be addressed by this learning community using lectures, readings, discussions and demonstrations. Classes will be interactive and collaborative. Activities will include the creation of an injury prevention analysis, participation in both traditional and non-traditional physical activities, and the study of the injury aspect of physical activity.

This learning community is ideal for students interested in pursuing a major in athletic training or exercise physiology.

Spiritual Diversity and Service Learning

Engl 111/112: Composition I and II, Mari Normyle (3 credit hours each)

As part of Lynchburg College's "Year of Diversity," this learning community is centered on the interests of first year students who have a desire to explore a variety of spiritual and religious traditions while engaging in diverse community service experiences. Participants in this learning community will have the opportunity to participate in activities and programs related to multi-faith exploration and volunteerism. Activities may include visits to local religious sites such as area churches, Jewish synagogue, Muslim mosque, Buddhist meditation center, interfaith yoga shrine, etc. The members of this learning community will be enrolled in the same English composition class (ENGL 111-112), which focuses on readings and writings about multi-faith and spirituality literature and will complement the community service activities of the program.

In addition, participants of this community will have the opportunity to interact with a group of upper-class students and a staff advisor from the "Spirituality and Service" special interest house. The upper-class students will serve as peer mentors and advisors, meeting informally with the freshmen on a regular basis and participating in many of the outings and community service activities.