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. In previous years we've had more than 100 freshmen enroll in a learning community. Here are some examples of what students had to say about this experience:
"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 were more likely to ask questions and participate in class discussions, work collaboratively with classmates and discussion materials outside of class, and seek assistance from their professors than in their other classes. And, most importantly, the students in learning communities state that they would recommend this experience to other first year students! There are two kinds of learning communities available to you.
Course-based Learning Communities (sign up on the Schedule Preference Form)
Course-based 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 Experiences) will be 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. During the fall semester, these students will all be enrolled in a section of Earth and Environmental Science (ENVS 101, 4 credit hours) and Cooperative and Competitive Movement Challenges (HPE 109, 1 credit hour) to complement the outdoor adventure activities of the program. More information about ABOVE and the application process can be found at www.lynchburg.edu/above.xml.
Course-Based Learning Communities (Fall 2011 - Spring 2012)
We invite you to be part of our learning communities in fall 2010. Listed below 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.
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The Gods Must Be Crazy! Myth and Meaning in Ancient Civilizations (Fall 2011) |
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Environmental Spanish - A Study of the Rain Forest, Oceans, Wildlife and the Environment using Spanish (Fall 2011) |
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What Good is Reason? (Fall 2011) |
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Crime and Ethics (Spring 2012) |
The Gods Must Be Crazy! Myth and Meaning in Ancient Civilizations (Fall 2011)
HIST 101: World Civilization
RELG 201: Old Testament
Humanity has always attempted to make sense of the world around it and answer that persistent question, "Why are we here?" This class examines how the first civilizations came to grips with their environment and answered life's important questions. Sacred texts are perhaps the most informative window into the world view of ancient civilizations. We will examine how the sacred texts and stories of the Hebrew people reflect the self-understanding of a people seeking to make sense of such concepts as: the meaning of human existence, hardship and suffering, and the role of the divine in human affairs.
Some of the questions we explore are the result of the interaction between faith and culture: What does the concept of the "Promised Land" mean to different civilizations? Does every culture promote "holy war" and how do cultures interpret this term? How is religion used as an ideology of resistance? How are justice, government, and the status of women influenced by religion? Through exploring the Hebrew Bible and related texts from the ancient world, we will investigate the often tense relationship between religious faith and the temptations of foreign cultures.
Environmental Spanish - A Study of the Rain Forest, Oceans, Wildlife and the Environment using Spanish (Fall 2011)
ENVS 101: Introduction to Environmental Science
SPAN 201: Intermediate Spanish
These linked courses will study both Latin America and Spain though national parks, wild lands, plants, animals, foods and culture. While studying these environments, students will learn Spanish vocabulary related directly to the environment. Within each unit of study, examples based within the Spanish culture will help students understand how these issues are viewed in both our culture and the studied culture.
We have designed these two courses to fit well together using ENVS 101 to study and understand a particular environmental issue or topic. SPAN 201 then mixes grammar and vocabulary to present the issue in the native language. In an era of globalization the idea of environmental protection and environmentalism is a global issue and this course explores it in the Spanish speaking culture.
What Good is Reason? (Fall 2011)
ENGL 111: Freshmen Composition I
MATH 105: Problem Solving in Mathematics
What does it mean to "reason" well? Mathematicians and rhetoricians come at the question in two different, but often complimentary, ways. In this course paring students will have an opportunity to hone both their writing and problem solving skills. We will explore the nature of mathematics, what mathematicians really do, how they think, and what they try to accomplish. And we will ask some similar questions for rhetoricians: What are they trying to achieve with their situational analytics? Why do they prefer to story (rather than argue) people into their point of view? Students will have opportunities to test their rhetorical and mathematical problem-solving in scenario-based assignments that are challenging and frankly quite fun. This course will help you become a stronger student and citizen.
Crime and Ethics (Spring 2012)
CRIM 241: Criminology
PHIL 101: Introduction to Ethics
This learning community will examine the criminal justice system - law enforcement professionals, lawyers and legislatures, as well as correction professionals - from the perspectives of both sociology and philosophy. While the sociologist will explore the nature of law and punishment, the philosopher, who is an ethicist, will make judgments regarding the ethics of the enforcement of laws and types of punishment. One goal of these linked courses is to allow students considering a profession in the criminal justice system to realize the importance of ethics in this profession.
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