I've been looking at university models for setting up interdisciplinary teaching. So far, I've found 5 major learning community models. I found this interesting and wanted to share it.

"Linked Courses"

- This model links a cohort of students with two common courses. One course is typically content-based (science, math) and the other is an application course (writing, speech). The faculty of each course may teach independently or together and coordinate syllabi and assignments so that the classes compliment each other. The Linked Courses Model provides a shared experience for students that focuses on a content-based course that is actively supported by a skills course.

"Learning Clusters"

- The Learning Cluster Model is similar to the Linked Course Model except that instead of linking two courses together, three or four courses are linked with one cohort, often serving as the students' entire course load. However, in Learning Clusters, the courses are usually based on a theme, historical periods, issues, or problems. The degree to which the three or four faculty work together depends on the institution but can vary from common syllabi, joint assignments to team teaching. Often, Learning Clusters have a seminar component in which the students meet weekly or bi-weekly to discuss class work and shared experiences. Students in Learning Clusters may also have planned social events, field trips, or common readings.

"Freshman Interest Groups" (FIGs) -

The Freshman Interest Groups (FIGs) are similar to Linked Courses in that they link three freshmen courses together by theme. It includes a peer advising component where freshman can discuss course work and problems adjusting to college. Because of the weekly seminars, led by a peer advisor, faculty play a lesser role, but may be active in the FIGs by attending social events or the occasional weekly seminar.

"Federated Learning Communities"

- This model is the most complex Learning Community Model because a cohort of students takes three theme-based courses in addition to a three credit seminar taught by a Master Learner. The Master Learner is a teacher from a different discipline who takes the courses and fulfills all the requirements of the classes along with the students. He or she then leads the seminar and assists students in synthesizing and exploring the opinions and points of view of students from the three courses. Faculty in Federated Learning Communities are relieved of their other teaching responsibilities.

Coordinated Studies

- In Coordinated Studies, faculty and students participate in full-time active learning based on an interdisciplinary theme. This curriculum can last an entire year and the faculty have the opportunity to redesign the entire curriculum, providing extensive professional development for faculty. Coordinated Studies provide 16 credits per semester and are team taught by several faculty members in set blocks each week. These Learning Communities are thematic and can be broad or narrow in scope. This model is most closely tied to the Meiklejohn Model.

Benefits

The benefits of learning communities to students are numerous but extend beyond students to faculty and the entire institution. Students involved in learning communities show an increase in academic achievement, retention, motivation, intellectual development, learning, and involvement and community. Learning communities also reinforce positive views of the institution. Faculty that teach in learning communities reveal that they become re-energized and feel empowered. They feel as if their opinions are valued; and the rich teaching experience allows them to be creative and increases their commitment to the institution. Institutions report that learning communities draw diverse elements together toward a common goal, which improves the overall campus climate. Learning communities have proved to be a practical solution to long-standing, complex educational issues.