If you are studying things you are passionate about, you are going to improve the skills that you are being asked to draw upon precisely because you're interested in what you're studying. Our goal is to make Brown students aware of the underlying skills they're improving and to help them reach that next level of achievement.
Dean Maud Mandel
Brown University has long held a reputation for innovative undergraduate education. Its Open Curriculum emphasizes critical thinking, intellectual curiosity, and engagement with the world through a mixture of rigorous academic study and community service. We believe that in today’s global marketplace, the firm grounding in the liberal arts and sciences that Brown provides is the ideal foundation for long-term success.
The Brown Learning Collaborative, a collaboration between the Dean of the College and the Sheridan Center for Teaching and Learning, is a cornerstone of these efforts. The idea draws upon research that suggests that peer-to-peer instruction dramatically improves student performance and retention. It also draws upon Dean Maud S. Mandel’s emphasis on providing curriculum-based educational support programs that help students achieve new levels of excellence in six key skills traditionally honed in a liberal arts education – critical reading, writing, research, data analysis, problem solving, and oral communication.
The Structure of the Learning Collaborative
The Brown Learning Collaborative will scale up peer-to-peer teaching and learning, building on the success of Brown’s renowned Writing Fellows Program. Students who apply to be Fellows take a course, developed by the Sheridan Center, in which they will learn the theory and practice of teaching and learning in one or more of the six core skills. Fellows then partner with faculty to provide personalized assistance and feedback to enrolled students, and they will receive ongoing professional development from Sheridan. The Fellows will work in a range of courses across the curriculum, from the life and physical sciences to the humanities and social sciences.
The Collaborative also hosts a complementary initiative, bringing together faculty and graduate students to reflect on their own teaching. These initiatives focus on evidence-based course re-design around the same core skills, and also address how best to leverage the participation of the peer educators in their own courses. Periodically, the communities of faculty, TAs, and undergraduates come together to work in course-planning teams. This creates a model of intergenerational teaching teams, where knowledge and ideas flow back and forth among faculty and students.
Currently, the University is engaged in three Learning Collaborative pilots, building on the Writing Fellows program:
In May 2017, Sheridan began a new year-long course design program for faculty. The Writing Across the Curriculum Seminar provides support for faculty to (re)design, develop, and teach a course that supports writing in their discipline. The program combines a Sheridan seminar on writing pedagogy and course design with a supportive peer community, individual consultation and feedback, and an opportunity to share course and student successes. Seminar size is limited to allow for hands-on opportunities, individual support, and the development of a teaching and learning community. Participants may choose to co-design a course with a graduate or undergraduate student, or an undergraduate writing fellow. This initiative complements the Writing Fellows, a renowned peer-to-peer program. More information on the Seminar can be found here.
(2) Problem-Solving Fellows
In Spring 2018, Sheridan is offering a new course on the “Theory and Practice of Problem Solving,” to support undergraduate Problem-Solving Fellows. This pilot builds on the promising work of two large STEM grants at Brown, funded by the Association of American Universities (AAU) and Howard Hughes Medical Institute (HHMI), to develop problem-solving sections facilitated by undergraduates. Results from the AAU project demonstrated that participation in these sections increased the students' course achievement in applied mathematics, chemistry, engineering, and physics, while findings from the HHMI project demonstrated gains in course content knowledge and self-assessment of learning in chemistry and genetics. A Brown Daily Herald article about this course can be found here.
3) Problem-Solving Course Design Workshops and Institute
Participants learn evidence-based practices in designing problems that promote student learning. The program begins with two lunchtime workshops on metacognition, how to embed problems in your course, and considerations for course designs that leverage problem solving as a core pedagogical tool. Participants may then apply to a one-day institute and receive a $2,000 stipend to implement their ideas during the coming academic year.
Impact of the Learning Collaborative
The Brown Learning Collaborative expands upon Brown’s deeply held commitment to a student-directed liberal arts education and defines for students and parents the tangible benefits of such an education. Both Teaching Fellows and the students with whom they work will come to see skill development as a continuum and be better able to delineate how proficiency in each area will help them become flexible, agile learners with skills to succeed professionally.
Further, in enhancing professional development for faculty and graduate students, the Learning Collaborative will build stronger bridges between undergraduates and those from whom they learn. It will also allow Brown to leverage all tiers of expertise in future curricular planning, ensuring that each course is successful in giving undergraduates the knowledge and training they need to pursue their professional goals.