R. Steve Dicki/University Relations
Gail James is the director of the Learning Communities Program, which matches students of similar majors and faculty in a creative academic environment.
CAMPUS CLOSEUPGail James - Director, Learning Communities Program
Years at current job: I have been with the Learning Communities Program since May 2006.
Job duties:
- Develop the strategic planning and guidance for the Learning Communities Program to reach its next level of growth, outreach and excellence
- Develop bridges between academic and student success initiatives
- Develop new and effective learning community models: upper-level, special topics, residence halls, Edwards Campus, KU Medical Center and others, in addition to our existing model of linking courses with a bridging seminar.
Learning Communities were named a key program by the Kansas Board of Regents. What does this designation mean? KU identified the Learning Communities Program as a performance indicator, to highlight its commitment to innovative initiatives that promote "enriching of undergraduate education." Performance indicator programs will be monitored for support, growth, participation and effectiveness for students and faculty. Both the university and the regents are intent on providing students with enriched academic experiences that promote learning and encourage students' informed choices about majors and careers.
How can faculty benefit from taking part in Learning Communities? As the university enriches its mission of research, teaching and service to incorporate discovery, learning and engagement, faculty benefit by increased curricular coherence and integration to ensure intellectual growth of students. Moreover, faculty experience professional challenge and satisfaction, by a renewed sense of purpose via collaborative teaching, focusing on evidence of student work and increased integration of current scholarship on teaching and learning into the classroom and laboratory. Moreover, learning communities assist academic disciplines and departments in the development of the major, as students look at courses and the integration of knowledge and professional direction with a wider lens.
If a faculty member has an idea for a new learning community, how can he or she make it a reality? We would be eager to hear of ideas and models for new learning communities at any time. In fact, the chancellor had a compelling concept for a learning community for fall 2007, based on United Nations millennium development goals, which we are developing now with the Honors Program and other interested faculty. So, my message to faculty is "please call us at 4-1442, and we can discuss the idea immediately." We also encourage faculty to go to our Web site: www.lc.ku.edu, for further information and to complete the Request for Proposal form.
How do Learning Communities provide an environment in which students can succeed? The program provides a rich intersection of learning opportunities for students. As an environment, it enables students to bond with other students of similar interests, and for freshmen in particular, creates a more navigable academic world. Learning communities also create a more open, collaborative environment.
We add to this model the role of peer educator, an upper-level student, who conducts study and discussion groups as an academic aide to faculty and staff. Students find this aspect very supportive and motivational.To the components of academic integration and learning support, we add co-curricular activities, which enhance bonding and social competencies, and also encourage students to attend, appreciate and enjoy theater, speakers, films and dining together.
Learning Communities research indicate that this constellation of components add to their academic persistence, retention, satisfaction. Consequently, the learning success of students who experience the learning community model is documented by data and in their own voices via testimonials.
What do you enjoy most about your profession? I value the vitality and engagement of a campus, which I missed very much during a hiatus in the non-profit sector. Most particularly, I appreciate being part of this new academic venture at KU, which requires advocacy, vision, purposefulness and persistence. I enjoy promoting the concept of student academic success, which incorporates the whole student, and needs the whole university to support. As former faculty, I know that the rewards of academic life are not immediate, but are intrinsic to the enterprise, and are nurtured with time and hope. I feel that this is a key element of the Learning Communities Program.
What are some aspects of your job others might not realize you're involved with? People may not realize all the "behind the scenes" activities of program development. Our office requires very detailed and active systems of recruitment, enrollment, orientation, advising and training for participants. With Linda Dixon, associate director, we are engaged daily with many university offices, in order to make this program function well.
What are some of the most creative or topic-specific Learning Communities that have formed at KU? "Mind, Brain, Behavior:" Psychology, Linguistics, Speech, Language, Hearing; "Betty, Beyonce and Beyond:" Women Studies and Theater and Film; "Ghosts, Spirits and Monsters:" Japanese Language, Eastern Civilizations; "Leading Edge:" Aerospace Engineering: American Studies, Ethics; "Chancellor's Learning Community: The End of Global Poverty:" African History, Economics, Political Science.
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