Learning Communities

Honors learning communities at U of L have their origin in an experiment begun four years ago. At that time, the University Honors Program was at the beginning of an upward curve in Honors offerings of all kinds -- including an expanded class roster and increased access to academic advising -- a curve that continues its ascent today.

earning communities was brought about by the initiative of the director of the University Honors Program Dr. John Richardson, who also established many of the other changes that enhance the program. He believed learning communities would be a good place to build on to Honors. The conjecture proved correct. This year, with the number of learning communities expanded to five for the academic year, students signed up for these classes at a rapid pace.

A fundamental definition of a learning community at U of L is the pairing of classes providing Honors students opportunities to establish rapport with other students holding similar interests. The classes are quite successful in achieving this goal.

One indicator of how well shared class work builds community is the establishment of a student group from one of last year's learning communities. The group enjoyed their shared class experience so much that they secured housing together in the newly designated Honors residence hall located just a few dozen feet behind the Honors House.

Dr. John Richardson, the most experienced Honors Program learning community teacher, has taught at least one of these classes -- an introductory chemistry class and laboratory -- each of the past four years. According to Richardson, experience indicates that students in learning communities tend be supportive of classmates rather than competitive. Since Honors chemistry is often a choice of hard-driving pre-med and other science-oriented students, this outcome not only provides a more pleasant four years of study, it also regularly results in greater academic success.

Professors teaching learning community courses sometimes elaborate on the pairing of classes. For example, the Economics/Mathematics learning community includes "Principles of Microeconomics" taught by Dr. John Vahaly from the Business School and "Finite Mathematics" taught by Professor Thomas Riedel from the mathematics department. Even with tight schedules, the two professors have worked out some collaborative efforts to enrich crossover topics.

For more specific content information and descriptions of learning communities courses click on Honors Courses and check out the learning communities for fall 2003.  In addition, several single-session story snapshots of frequently taught Honors classes similar to "The Chemistry of a Learning Community" can be found at "A Class Act, Course Work is the Centerpiece of Honors" on the e-Zine.

The Chemistry of a Learning Community

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In his fifth year as director of the University Honors Program, Richardson engages students in the classroom by incorporating demonstrations, collaborative activities, online instruction and learning communities into his teaching.

During a visit to a class session of introductory Honors chemistry, Richardson covers balancing chemical equations, combustion reactions and stoichiometry with several demonstrations illustrating the day's topics. In the fall of 2002 Richardson teaches three chemistry sections with labs, two of which are part of learning communities.

Although Richardson adds sizzle to his clear presentation with deadpan humor and several explosive demonstrations, he does not avoid challenges. At one point, a half dozen alert students without hesitation jump to correct an unbalanced equation he has purposely thrown in to thwart student assumptions. Razzle dazzle and humor may be part of the class, but it is no vacuous lecture. The students enrolled in this class are mostly science majors including a large number of engineers and premed students.

Balancing equations, particularly for combustion reactions, is the focus for this session dealing with yields of chemical reactions. "Set it up first, put the numbers in later. . . Grams to moles to moles to grams. This is the chant I give to folks to help you remember . . . Is my answer reasonable? Ask yourself that question." Along the way, students and professor fill in the numbers for equation after equation examining the points at which language or other criteria may set analysis on the wrong track. Class is thorough, business-like, clear.

The in-the-moment playful repartee that often exists between an excellent teacher and the class brings the "bagpipe guy" to the fore of the chemistry classroom. It happens when an unfamiliar sound interrupts class. Students identify another sound that they believe could be a bagpipe player practicing at strange hours. Richardson identifies that noise as a nearby truck plant siren and returns to the topic. A measure of Richardson's comfort level with momentarily moving from serious subject material to the humorous is apparent when the bagpipe guy comes back for a couple of short guest appearances during otherwise content-rich moments later in the class.

According to Richardson, the student recitation units are the heart of the Honors chemistry course. Students will incorporate library research, PowerPoint and other web development into group presentation and online poster sessions later in the semester. Presentations with topics ranging from robotics to drug design provide a forum for student academic work and creativity.

Besides his duties directing and developing the Universities Honors Program and teaching, Richardson serves as an academic advisor for many of the 875 Honors students.  nonetheless often stops to chat informally with students he meets while walking across campus or who drop by his office or gather in the Honors House.

Richardson is a graduate of the University of Western Ontario in London, Ontario, Canada, with Bachelor of Science (Honors) and Ph.D. degrees.  He has been at U of L since 1987, serving as vice-chair and twice as acting chair of the chemistry department. Richardson is active in national organizations providing leadership as treasurer of the National Association of Fellowships Advisors and serving as co-chair of the Scholarships and Advising Sub-committee of the National Collegiate Honors Council.