What suggestions do you have for the 18-19 learning community?
I would suggest that for the 18-19 learning community we try to have more interactive classes incorporated into the schedule. I think that we might get more attendance and enthusiasm from mentees if they were able to participate. I feel that we had a lot of classes where they were sitting and listening to someone talk. We could also send out an interest survey at the beginning of the year so gauge what activities and resources mentees what to learn/hear about, so that they feel like they are getting the most out of learning community.
Another idea I had is to maybe come up with one or two optional fun activity to do outside of class with the small groups. I think that some of the resources on campus are very useful, but sometimes they can be intimidating to do for the first time on your own. This could be go to Cyclone Cinema, do the rock wall or go swimming at the gym, paint pottery in the workshop, take a field trip, etc. It would hopefully be easier to work around a small groups schedule and interest instead of trying to coordinate something with the whole group.
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What do you feel worked really well? I would say that we do a lot of things well in learning community. What I think that worked especially well this year is the small groups in the fall. I know that we’ve talked about this before, but I think it was a really beneficial change that was made. It made it easier for everyone to feel like they were a part of the learning community and quickly build strong relationships within the small groups.
I think that we do a good job showing them the department and introducing them to research. The cook off was a fun, casual way for mentees to experience the bbmb family. We had them look into faculty who did research (most of whom are in the bbmb department) and had a guest speaker talk about their research. We also had them plan trivia night where they asked a faculty member to be on their
I enjoyed getting to learn so many things about some of my classmates. We may all be enrolled in the same course, but all share different hobbies, goals, and accomplishments. Varying from watching movies, receiving a certain certification, or going to sports events. My group consists of three people, Shian Harvey, Ben Stevens, and last but not least Jordan Stevens.
Global and local communities seek the greatest opportunities for prosperity and self-fulfillment, but there exists certain criteria that must be met in order to achieve those ends. The most successful communities incorporate the inherent values and virtues of a specific group of people. Communities ought to establish goals to be attained by their members, giving them a sense of cohesion and cooperation. Ideally, communities dictate a rule of law to lead them towards some elements of justice and mutual benefit.
For more informational and educational groups I would be centered on more short-term sessions or events. These shorter sessions I would gear around gear toward a group size of 9-15. I think the larger size would be acceptable because of the educational nature of the content. According to Gillombardo, who has done research on group career counseling in secondary education, found that when career-planning activities were implemented, counselors would hold one-time seminars to a large group of students in order to provide information in a timely manner. Within these large group seminars, the school may provide information on post-secondary education and careers, but not necessarily help the students learn about their interests and values regarding careers (2005, p. 8). Obviously, this research validates the use of young adults in a school setting. However, the principles would be just of valuable in a professional setting.
Imagination plays a crucial role in creating communities and its identity. Fiction, in this case will cover both absolute fabrications and biases in the discourse of history's narration. History can be malleable in the hands of narrators, which they use to unite their audience into a common interpretation of their history. Alicia Barber, The author of the essay, Local Places, National Spaces: Public Memory, Community Identity and Landscape at Scotts Bluff National Monument, talks about two community's disagreement on a tourist spot's proper use and maintenance. Barber analyzes the community's relations to the landmark and how it affects the discourse of history's narration, the malleability of public memory, and how it all connects with community identity. Michael Ignatieff wrote about a civil struggle between two groups who identify themselves very differently from each other. In his analysis, he mixed his personal account of the situation, explaining the role of narcissism in the discourse of history's narration. His essay, The Warrior's Honor: Ethic War and the Modern Conscience, describes a more radical conflict from fabricated major differences. These two authors describe two very different approach to their conflicts, but their discourse to the narration of their history are similar. Their fabrications and biased narrations stem from their egocentric imaginations that support their identity.
As I evaluate the community at Cornerstone, I wonder what everyone’s spiritual life looks like. It’s hard to know. Everyone is at a different place - that’s perfectly acceptable. I just hope everyone is committed to growth, no matter how far along in their walk with God they may be. I think, if there were one thing about the student culture that I would change is the lack of pursuit of spiritual guidance. Among many students, I see a general reluctance to attend chapels. As I scanned for the last Evensong for the semester, I was surprised how many people joyfully exclaimed, “I did it, guys! All 25 credits.” That didn’t include those who hadn’t successfully reached 25. I wholeheartedly understand how chapel may not be convenient. You’re tired. You have a project. There will always be an excuse. The same could be said for those who do not regularly attend church. After having my share of 7:30am classes, I understand not wanting to wake up
Community is like a Venn diagram. It is all about relations between a finite group of people or things. People have their own circles and, sometimes, these circles overlap one another. These interceptions are interests, common attitudes and goals that we share together. These interceptions bond us together as a community, as a Venn diagram. A good community needs good communication where people speak and listen to each other openly and honestly. It needs ti...
In this paper, I will examine the importance of interaction in constructivist online learning environment and how the community affects online learning.
Most of our issues revolve around the one-day class retreats. We have a good Kairos program as well as great gender-based sophomore overnight retreats. However, when it comes down to the shorter (freshmen, junior, and senior) retreats, it doesn’t have the momentum and lasting impression we believe a retreat should have. Each retreat runs from 9 am to 2 pm roughly. We start with a large group ice breaker, such as Murder or Bang, to energize the students, but it seems really overplayed and boring for them. Perhaps they’re not used to interacting with those outside their social groups, but it just doesn’t seem all that fun. We thought it was because it was early in the morning for them to play a game, but when we play more of these games
I was glad and relieved that everyone had a good time. Every student that I helped did what I asked of them and they all tried to listen to the best of their ability. I tried my best to have as much fun as they were. There was not one moment that I did not see someone smiling. Everyone was always happy and never they never gave up in doing what they do best: having fun.
Meeting once a week in our circles also made my project easier becauseit divided it up into sections and I was able to receive feedback from my peers. As our circle facilitator I feel like Krista did a good job with answering our questions and helping us with things that we had trouble with. Through our writing circle meetings I have learned how to better prepare for a paper or project. Prior to this semester I would usually write a paper without outlining my ideas, but the writing circle center has taught me how to use an outline to my benefit. Writing for me has become much easier because of all the things I learned from my peers and our circle facilitator as well. One thing that i feel like couldve better helped me this semester is if we perhaps met one more time per week. I know that students schedules are hectic and not everyone has time to meet with their writing circle twice a week but I feel like I could've done a better job by meeting twice a week with our circle. Meeting once a week was good but I feel like we were very limited in what we could do in an hour, so adding another meeting per week could help solve that issue. Another area which I think would've been more helpful is if we were able to set up one on one meetings with our cicle facilitator so we could discuss our project and get the help we need. At times I was stuck
This turned out to be the positive group experience for me and other group members. The team was sufficiently strong from the very beginning through the development phase to the end without any incident of conflict and disagreement. Every group member is reliable and understands their roles working in a group. They also understand the significance of progressing collectively towards the shared and common goal. In other words, our group reflected the synergy by the association we held with each other as a team and, thus, reflecting an example of being a successful
...). A better learning community results in great learning experience and ultimately an encouraging atmosphere.
Our objectives for our College Project were to set about an event that gave the opportunity to incorporate everyone at Blue River, including staff and students. To Dr. Banks, involving everyone is a top priority. We want to utilize an open room to fit more people and structure it based around a moderator to keep it formal, participants to ask questions, and a panel of faculty to answer questions. A survey will be administered at the end of the event to determine how effective it was and what changes could be made in the future. These objective...
My classes' abilities range from high to very low. The highest of my students can read, speak in full descriptive sentences, respond creatively, and appropriately to thought provoking questions. Whereas, my lowest students know only a couple letters of the alphabet, have difficulty coming up with meaningful sentences and often answer questions with statements that have no bearing on the subject matter. My biggest challenge when planning for this period of instruction was to find a way to actively involve all of my students and offer success for everyone, regardless of skill level. I decided to have stations where 4 students, at a time, would be engaged in stimulating activities and where there would be very little "wait"...
School community relationship is a mutual understanding through which the school and the community link with each other for the achievement of goals of the community and school too. School is a social organization functions properly on the effective interrelationship within it and with its associate communities. An issue in a school affects the community likewise to what happens in the community affects school. This implies that the community builds its schools likewise to the schools (Sidhu, 2007). Therefore, school relation with the community is mutually interdependence.