GRANT RECIPIENTS:

Judith Tarver, English, Wolfson Campus
jtarver@mdc.edu
Irene Lipof , Social Science (Education), Wolfson Campus
ilipof@mdc.edu
Michael Hettich, English, Wolfson Campus
mhettich@mdc.edu

Our learning community was comprised of students in English Composition 1 (ENC 1101), English Composition 2 (ENC 1102), Introduction to Creative Writing (CRW 2001), and Introduction to Education (EDF 1005). This “expanded community” was necessitated by scheduling problems beyond our control. Although this multi-faceted community initially posed some difficulties in the English area, within two weeks the necessary adjustments had been made. Essentially, we scheduled our bi-weekly 2.5 hour classes as follows: Dr. Lipof taught the Introduction to Education class for the first 90 minutes (or so) while Dr. Hettich listened and occasionally joined in the discussion. These classes were informal and open-ended and ranged from straight lecture to discussion and anecdote. Following Dr. Lipof’s class, Dr. Hettich divided the students up into their respective class groups, usually talking to the entire community for a few minutes and then giving each class its own individual exercise or assignment. All writing assignments were based on questions and responses gleaned from the previous hour’s information, so in many cases the conversation started in Lipof” class continued in another context in Hettich’s classes.
The fact that the class was comprised of three English “groups” actually contributed to the community as each student felt part of a smaller group (almost like a family). This gave them a special place in the larger group (the community). Since different assignments were given to each of the three English sub-groups, different kinds of responses were always in their air, which kept things interesting and lively.
As part of the Education course, students volunteered in classrooms. Dr. Lipof observed most of them while Dr. Hettich observed a few (two). A number of fascinating discussions centered on what our students observed in their classrooms and what we, their professors, observed.
At mid-term, Dr. Lipof organized a luncheon and invited a guest speaker, Chris Migliaccio, to speak to our community, demonstrating some of his teaching techniques. This “midterm retreat” allowed students to relax and talk freely. It was at about this point that we started to really feel like a community as opposed to a class. We started to become colleagues and friends. At that point in the semester Dr. Lipof took students to Borders to buy books for the students in their classes which further strengthened friendships and community.
I believe a remarkable community was achieved in this project. By the end of the semester we all knew each other well and felt like colleagues. Ideas were shared with rare honesty and we all responded to each other in an encouraging and insightful way. Most remarkable was the support the students gave each other. I am certain that through the very dynamics of our community we inspired many students to really commit to the profession of teaching, and I think we demonstrated some of the essential gifts a teacher brings to his/her students.
We were all learners and friends in this community. That, as much as any course material the students learned, made our experience this semester valuable and memorable.

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