AFACCT 2021 Conference

1. Presented by ESOL Faculty
from the Community College of Baltimore County (CCBC):
Stacie Miller smiller@ccbcmd.edu
Jessica Farrar jfarrar2@ccbcmd.edu
Sara Osman sosman@ccbcmd.edu
AFACCT 2021 Conference
Session 6.3: Friday, January 8 at 9:30am
Rejuvenation through Building
Classroom Community …
Even without a Building!

2. Executive Summary
This presentation highlighted how building classroom community during social
distancingtimes can rejuvenate both faculty and students. Stacie Miller discussed
the Learning Community program at the Community College of Baltimore
County (CCBC), through which students take interdisciplinary pairings of General
Education courses. In addition, the ESOL program also provides learning
community opportunities for students by pairing an ESOL class with a credit Gen Ed
class. Building classroomcommunity is an integral part of this high impact
practice, and data on CCBC’s learning communities link student success with such
classroomcommunity.
Next, Sara Osman provided an in-depth example of a learning community by
sharing her experience teaching an ESOL Academic Writing course pairedwith a
Communications Studies class. She gave examples of integratedassignments
between the two courses and other techniques used to build community online.
In the last part of this presentation, Jessica Farrar provided specific virtual activities
and assignments to build community in any discipline. These included a student hall
of fame to highlight the contributions of each student in a course, alternatives to
traditional written discussion boards to provide student choice and showcase their
talents, and modified jigsaw activities (expert groups) for synchronous or
asynchronous courses. Lastly, participants shared their own ideas for building
community.

3. Overview of Presentation
 The Learning Community Program at CCBC
Benefits of Learning Communities
The Importance of "Community" at communitycolleges and in
the classroom
Learning Community Example: ESOL 052 (Academic Writing)
and Communications Studies 101
 Ways to Build Community in Virtual Classes
 Invitation to Audience: Brainstorm and share your ways of building
communityin virtual classrooms.

4. "Community is our first name"
Dr. Sandra Kurtinitis,
President of the Community College of Baltimore County

5. The Learning
Community
Program at
CCBC
A Learning Community is
 when the same group of students takes two
integrated classesfrom different disciplines
 Example you will hear about today: ESOL 052
(Academic Writing) and CMNS 101 (Communication
Studies)
➢ Community: The same group of students enrolls in both
courses, so students form stronger bonds with fellow
classmates as they study together, support each other,
and learn from one another. They also get to know both
teachers very well. --> Rejuvenation!
➢ Integrated Learning: Students use materials from one
course to work on the goals of the other, adding depth
to their learning and increasing their learning and critical
thinking skills.

6. Examples of Learning Communities
at CCBC
 ESOL Learning Communities:
ESOL 052 (Academic Writing) and Communication Studies 101
ESOL 054 (Academic Reading) and Sociology 101
ESOL 044 (Advanced Reading) and Academic Development 101
 General Education:
Communication Studies 101 and Psychology101
Communication Studies 101 and English 101
English 101 and Academic Development 101
 For Nursing Majors: MATH 153 (Statistics) and PSYC 103
(Developmental Psychology)

7. Benefits of
Learning
Communities
Learning Communitiesare a High Impact
Practice: increases student engagement, student
success, and student retention(George Kuh, AAC&U,
2008).
According to West & Williams (2017), benefits of
learning communities include:
 Higher retention rates
 Higher GPA
 Increased cognitive skills and abilities
 Improvedability to adjust to college
 Higher student engagement
 Greaterrespect for diversity of all students
 Higher intrinsic motivation

8. "Learning
Communities
Analysis for
Spring 2017-Fall
2019"
Compiled by
CCBC's Office of
Planning,
Research, and
Evaluation
Data Analysis: Comparison of 50 Learning Community Course
Sections to Non-Learning Community sections from 2017-2019:
 Pass and Success Rates:
 Learning community students had higher course pass rates
in 40 comparisons (80%) and for course success rates in 39
comparisons (78%)
 Mean GPA through Fall 2019:
 Higher for learning community students as compared to
non-learning community students in the same sections in 43
comparisons (86%),
 Statistically significantly higher in 30 comparisons (60%).
 Credit Accumulation through Fall 2019:
 Learning community students had earned more credits
than non-learning communities in 36 of the comparisons
(72%).
 Retention rates to the next semester
 Learning community students exceeded non-learning
community students in 41 comparisons, or 82%.

9. A Look at a CCBC
ESOL Learning
Community:
"Communicating
Well in Writing and
Speaking"
ESOL 052 Academic ESOL Writing develops the writing
necessary for success in ENGL 101 and other college
courses. Students learn and apply effective strategies for
writing in multiple rhetorical situations. Students write, revise,
and integrate sources into writing assignments in response to
thematic, interdisciplinary college-level materials that
facilitate critical reading and analysis.
__________________________________________________________
CMNS 101 Fundamentals of Communication introduces the
study of human communication. Students develop an
understanding of the theoretical principles of verbal and
non-verbal interaction by analyzing and applying these
principles in a variety of communication contexts. Areas of
study include intrapersonal, interpersonal, cross-cultural,
small group, and public speaking
__________________________________________________________
Acceleration allows ESOL students to enroll in a credit
course, earn college credits, meet general education
requirements, and feel like a "real" member of the
college community

10. ESOL 052/CMNS 101
Learning Community
 Examples of integrated assignments to build community
 Essays in ESOL and informative/persuasive speeches in CMNS: shared
topics from ESOL (educational systems in the US and your country/
language policy) and outline assignments
 Example outline
 Example essay
 Example presentation PowerPoint
 Self-concept essay from CMNS adapted to include topics from ESOL
(language and culture)
 Intercultural dialogue meeting with another CMNS 101 class to discuss
education, language, and cultural differences with related assignments
in both courses

11. ESOL 052/CMNS 101
Learning Community
 Other aspects of community
 Sharing our experiences and struggles
 Support from both professors for both courses
 Involving students in making decisions about the courses
 Discussion boards with substantial responses to classmates, including
shared experiences and problem solving
 Peer reviews to help each other learn and succeed
 Student-led virtual hangouts

12. Chat Poll: Please type the number that
corresponds to your answer.
 How strongly did you feel a sense of community in your virtual classes
last semester(or your current classes if teaching now)?
 0=none
 1=a little bit
 2
 3
 4
 5=very strongand vibrant community

13. What Students Say
about Community in a
Virtual Class
 "I know with time, the connection would grow
stronger, because it's not like meeting them in
person." -- CCBC student
 This quote reminds us of the importance of helping
students develop community throughout the entire
semester. It also reminds us that building community
is harder in an online environment, and students
recognize that, too. Yet, as the student says, that
connection can indeed "grow stronger" through
conscious efforts.

14. Ideas to Create Community Virtually
 A. Breakout Groups Tips & Strategies
 B. Jigsaws (Expert Groups)
 C. Hall of Fame
 D. Verbal Discussion Boards
 E. Alternatives to Written Discussion Boards
 F. Weekly Reflections
 G. Integrating Pandemic Themes into Assignments and
Activities

15. Breakout
Room Tips
 Assign a facilitator for the group before students go
into the breakout room
 purposeful depending on task or random: student with
first name first in alphabet
 Can ask for volunteers; some students welcome
leadership opportunities
 Type directions for group ahead of time and share on
LMS
 Have a common place where students can always find
the group directions on the LMS
 Teach students how to share their screens
 Consider having students put their answers in a shared
document in the cloud so you can monitor all groups
simultaneously
 Use Onedrive documents or Google docs
 Home groups: students keep same group for a period,
like one unit or one month

16. Ideas to Create Community
Virtually: A Breakout Room
Activity
 Jigsaw (Expert Groups)
 Kent State University website provides
great information about jigsaw activities.
 Opportunity for Home Groups
 Students get more comfortable with the
home group and each feels sense of
value within the home group, but also get
chances to work with other students in the
class
Figure 1. Tomaswick,L.
(2017)

17. Virtual Jigsaw Activity
 Step 1: Students are assigned different
homework readings or parts of a reading
 Step 2: In class or in an online wiki/discussion
board: Students with same homework
assignment meet and share ideas
 Step 3: Make new groups with one student from
each expert group. Students each contribute
ideas from their expert group to complete the
activity

18. Hall of Fame
 Hall of Fame highlights good ideas from individual students and
helps students see connections between their ideas
 Hall of Fame Example

19. Verbal Discussion
Boards
 Students can use
Vocaroo.com
 How to Use Vocaroo 2
Minute Video
The following is an example of directions for a verbal discussion
board:
For this board, you are required to create one post about yourself and
respond to at two classmates.You can either write your response OR
you may record yourself using vocaroo.com and providing the link to
your recording. If you choose to record yourself using vocaroo.com,
you do NOT need to write your response, and you may speak
naturally.
This video will show you how to use vocaroo.com.
Part 1: Your Post
In your post include ALL of the following information:
1. The name you wish to be called.
2. Where you are from and what languages you speak (besides
English).
3. Tell us your favorite joke (must be appropriate for class!), a short
funny story from your life, a short story about a time when someone
was kind to you, or a short inspiring story from your life or someone you
know. Keep your response under 5 minutes. The point of this is to start
the class with some positivity!

20. Alternative Discussion Boards
1. Images
1. Studentscan share their own pictures or find pictures that in some way connect to the class topics
2. Videos (Flipgrid, screencasting, or students record using phones and upload)
1. Instead of typing out responses, studentsrecord themselvesspeaking or studentscan do a screencast
explaining a ppt or other assignment
3. Music
1. Be open to letting studentssing or create a song that connectsto your course topics. It can be amazing
and inspiring what they produce and are willing to share!
2. Studentscan pick songs that connect to the course topics.
4. Sandbox
1. Allow studentsto choose the way they respond—givethem options like writing a poem as a response,
creating a song, or even just freewriting instead of a formal response. Leaveit open and let them know it's
a place to play around and try new styles; you will be rejuvenated by what some of them create!
5. Adobe Spark, Sway (part of Office 365)
6. Padlet Discussions
7. Word Clouds

21. Weekly Reflections
 Similar to in-class exit ticket, students can submit short reflection on LMS at
the end of the week.
 This type of communication between student and teacher only builds
rapport which carries over into interactions with classmates.
 Students reflect on learning from the week and think ahead to next week.
 Examples of reflectionquestions:
 How is online/remote learning going for you? What's going well? What's not?
 What action that anyone took (teacher or student) this week in class was helpful
or affirming for you?
 What surprised you about class this week?
 What are you most proud of from this week?
 Finish this sentence: I used to think … but now I think …
 What did you strongly connect with from class this week? (could be an
assignment, lesson, specific comment from another student, etc.)

22. Weekly Reflections & the Pandemic
 What have you learned about yourself in this class? You may consider how you
have dealt with challenges of online learning or time management. Or, you
may consider how you can apply the reading themes or skills to other aspects
of your life. Or, you can answer this question in another way that makes sense to
you.
 "In this class I have learned about we have to keep laughing to bring
positiveness, reduce our stress, and keep our mind fresh. In this critical situation,
it is not easy to take online classes by managing my time. I had faced many
problems, for example, four family members including my father got the corona
positive in my native country and I know I can’t meet them if they have any
bad situation...After reading this chapter I had learned about laughter therapy
which helped to keep my mind fresh and the lesson about how to deal with this
critical situation by using laughter therapy. Laughter therapy is an art that helps
to keep mood fresh during the stress time, it reduces tiredness and at the same
time prepares to deal with the difficult situation."-- CCBC Student

23. Integrating Pandemic Themes
 Warm-ups
 What's the first thing you want to do once it's safe again?
 How has your life changed since the pandemic began?
 Find connections with course content
 ESOL Reading Course: Unit about Laugh Therapy, Unit about Animal Intelligence
 Studentswere able to apply laugh therapy ideas to their daily life to cope with stress
during the pandemic; studentswere also able to connect discussions about animals
with how pets can help us cope and even discussed our connections with animals,
which on the negativeside may lead to pandemics
 English 101: Higher Education Unit, Social Justice and Human Rights (in the time of
Covid), Spring 2020 Life during Coronavirus Project
 How can your content connect to the pandemic?

24. Your turn! How have you
created community in
your classroom?

25. Benefits of Community: What We
Want to Achieve
 "I definitely feel connected to the class and to my classmates
because having zoom class I can talk with my classmates through
creating small groups. I can share my opinions, thoughts, and ideas
with my classmates and more interesting fact is I can get their
feedback right a way through talking small groups. For me having
zoom class is not making me harder to work in groups. I am feeling
this is the easy and good way to connect with our classmates." --
CCBC student

26. More Ideas to Create
Community Virtually
Master List

27. Sources
 Kuh, G.D. (2008). High-impact educational practices: What they are,
who has access to them, and why they matter. Washington, DC:
Association of American Colleges and Universities.
 Tomaswick, L. (2017). Active Learning –Jigsaw. Kent State University
Center for Teaching and Learning. Retrieved 4 Nov 2020 from
http://www.kent.edu/ctl/educational-resources/active-learning-jigsaw/
 Roper, L. (2020, Oct 23). Learning Communities in Times of Crisis.
[PowerPoint Slides]. Washington Center Collaborative,
https://app.slack.com/client/T0164QTAQNS/C01BQSUR552
 West, R.E., & Williams, G.S. (2017). “’I don’t think that word means what
you think it means’: A proposed framework for defining learning
communities.” Educational Tech Research Dev 65:1569–
1582. https://doi.org/10.1007/s11423-017-9535-0

28. List of Full URLs
 Adobe Spark: https://spark.adobe.com/
 Example essay: https://emailccbcmd-
my.sharepoint.com/:w:/g/personal/sosman_ccbcmd_edu/Ee5478oxNd5DgNytOHgj7WsBOMUMYNADGjjbaLb57
pg3dg?e=wB2UAX
 Example outline: https://emailccbcmd-
my.sharepoint.com/:w:/g/personal/sosman_ccbcmd_edu/EdPbyKqc4m1IuIKA6f6-
xN8BueVJ9bkiQEIFAIdr4ntfsQ?e=sRVIhi
 Example presentation PowerPoint: https://emailccbcmd-
my.sharepoint.com/:p:/g/personal/sosman_ccbcmd_edu/Ed2QDcWTghpBol3yAOZUJUEBut7xquCgx73qxhjmzGs
ghw?e=2QCySC
 Hall of Fame Example: https://spark.adobe.com/page/ryR7dhFWEyeSy/
 How to Use Vocaroo 2 Minute Video: https://youtu.be/PsJBrkVu1gQ
 Jigsaw (Expert Groups): https://www.jigsaw.org/
 Kent State University website: https://www.kent.edu/ctl/jigsaw
 Master List: https://emailccbcmd-
my.sharepoint.com/:w:/g/personal/sosman_ccbcmd_edu/EXIgjurB0LtAgqXBmrT-
grgBLTvWbqOuS92icWTFEluhdw?e=qCvC2M
 Padlet Discussions: https://padlet.com/gallery/d089g44sbg8w
 Spring 2020 Life during Coronavirus Project: https://emailccbcmd-
my.sharepoint.com/:w:/g/personal/jfarrar2_ccbcmd_edu/EUNVY2AJH2ZOtEQnV863nEEBOja3DJpk0-
mhymqXdHwJMQ?e=UQV45x