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a professional community that counted members across Figure 3 Sample Role Marker
multiple institutions, all of whom were focused on
improving teaching and learning through the practice of
mentoring (Utschig, Elger, & Beyerlein, 2005).
The benefits of a learning community structure were
realized as the size of the Learning to Learn Camps
increased, with students assigned to learning teams within
learning communities (Pacific Crest, 2015a; see Figure 2).
Figure 2 Learning to Learn Camp Structure
An early example of a student-based learning community Additional cooperative and collaborative team tools were
within a first-year program is seen in the implementation available in the Learning Assessment Journals (editions
by St. Augustine College of a learning community program 1 – 4) (Carroll, Beyerlein, Ford, & Apple, 1997) and now
that assigned mentors to a learning community of 32 first- appear as part of the Student Success Toolbox (Pacific
year students (Knowles, 1995). An advanced example of Crest, 2011): Reflector's Report, Recorder's Report,
a learning community structure is found at Stony Brook Weekly Recorder's Report, Weekly Reflector's Report,
University, where learning communities are simply how Spokesperson’s Report, Planner's Report, SII Team
students are organized for many courses in order to provide Assessment, and a Profile of a Strong Team Player. The
a stronger first-year experience (Hanson & Heller, 2009). expanded online Student Success Toolbox (available
to adopting instructors) also includes the Teamwork
Tools for Advancing Teams and Community Methodology and Rubric for Performing in a Team (Pacific
Membership Crest, 2015b).
The years between 1995 and 2015 saw the creation Actual learning activities geared toward building
of numerous additional resources to support learning teamwork and community membership skills are found
communities and teams, both cooperative teams with in Foundations of Learning (4th ed.) (Redfield & Hurley-
assigned roles as well as more loosely collaborative Lawrence, 2009) and include activity 1.1 Building
teams. Cooperative team tools include the team role Learning Communities, 12.1 Exploring Team Roles,
markers designed at Sinclair Community College in 12.2 Team Logo Competition, and 12.3 Team Design
1998, as ways to help students learn and perform assigned Competition. A slightly different approach to growing
roles more quickly and to help faculty members facilitate teamwork and community skills appears in “Experience
teams more effectively (Sinclair Community College 8: Performing in Teams and Within a Community” from
1998; see Figure 3). Learning to Learn: Becoming a Self-Grower (Apple,
Morgan & Hintze, 2013); it integrates many of the tools
and expertise/best practices already noted. The content of
this learning experience includes the following:
DISCOVERY EXERCISE Using the Holistic
Rubric for Performing in a Team, perform an
assessment of your learning team for the last team-
based activity. Use the SII team assessment
worksheet contained in this activity.
EXPLORATION QUESTIONS These prompt
students to consider times when teams and
participation in them were fundamental to what
36 International Journal of Process Education (February 2016, Volume 8 Issue 1)
