FAQ Regarding Learning Community Coordinators

Applications are now being accepted for Fall 2018 Learning Community Coordinators (LCC). The application (with references) are due by noon, March 30, 2018.  Send an email to Associate Provost Shalom Staub if you have any difficulty downloading a copy of the application and reference forms from this page.

1. What is a Learning Community?

A Learning Community at Dickinson College is comprised of students who live in a particular residence hall, are enrolled in one of a set of thematically linked First-Year Seminars and engage in out-of-class activities together. For Fall 2018 there will be three learning communities for first-year students:

Modernity and Its Legacy: Past Ideas and their Contemporary Importance

We are dealing with increasing unrest fueled by issues of race, class, technology, and religion, and democracies around the world are turning to more authoritarian tactics of rule. But none of these issues are new. Karl Marx’s critical analyses of capitalism and exploitation, Sigmund Freud’s investigations into the unconscious and our discontent in civilized society, Charles Darwin’s explanations of evolution and species development, Mary Shelley’s attempts to come to terms with technology, W. E. B. Du Bois’ account of the importance of race in modern life, and Hannah Arendt’s explication of the origins of totalitarianism all contributed to changes in the ways in which people lived and thought in the 20th century and continue to do so today. In this class we will read, critique, and write about selected works from these thinkers (and a few others) in order to better understand their relationships to one another and to the ways in which history has since unfolded. By understanding these ideas from the past, we can gain a better understanding of our present.

This Learning Community brings together the following two seminars:

Seminar #30:  Modernity and Its Legacy: Past Ideas and their Contemporary Importance
Professor: Karl Qualls, History
Time: MWF 12:30

Seminar #35:  Modernity and Its Legacy: Past Ideas and their Contemporary Importance
Professor: Dan Schubert, Sociology
Time: MWF 12:30

Native American Hidden Histories in Carlisle

The Carlisle area is a significant site for understanding Native American experience—the hidden record of thousands of years of habitation, the stories from the “frontier” told from the perspective of European explorers and early American efforts to displace the native inhabitants, and significantly, the impact of the Carlisle Indian School whose mission was to “civilize” by stripping Native American children of their language and culture. This learning community will uncover the untold histories and experiences from the Native American perspective through archaeological exploration, archival research, and access to visiting Native descendants of the Carlisle Indian School, scholars and artists.

This Learning Community brings together the following two seminars:

Seminar #9:   Indigenous Education: Native Americans, Schooling, and the Carlisle Experiment
Professor: Amy Farrell, American Studies
Time: MF 11:30

Seminar #6:  Before Carlisle: Illuminating the native American Histories of our Community
Professor: Mario Bruno, Anthropology
Time: MF 11:30

Understanding God, Understanding Ourselves

Belief in God has been a defining characteristic of human experience for millennia. Even with the 20th Century predictions of the irrelevance of God in an age of reason, religious belief continues to shape human behavior and the world we live in. This learning community affords students the opportunity to encounter various ways human beings understand and experience God. Why is religious belief so powerful? How do we make sense of beliefs that have no empirical basis? What are “religious” experiences? The multiple lenses of Psychology and Philosophy will allow you to engage these questions deeply.  

This Learning Community brings together the following two seminars:

Semester #30:  Conceptions of God
Professor: Crispin Sartwell, Philosophy
Time: MF 11:30

Seminar #21:  Reasonable Faith: The Psychology of Religion
Professor: Megan Yost, Psychology
Time: MF 11:30

2. What does an LCC do?

An LCC is an upper-level student who works with faculty and Associate Provost Shalom Staub to help create and sustain a successful learning community. In the Fall semester, LCCs work closely to support faculty efforts to guide and shape the learning communities through their work within and across particular First-Year seminars. LCCs play an administrative and logistical support role, and they will likely be called upon to assist in facilitating student programs. They also have the ability to support residence-hall-based programs to explore the themes of the learning community. 

3. Are there qualifications for being an LCC?

Candidates must be at least sophomore standing or higher at the start of employment. They must successfully complete the LCC selection process (described below). Candidates must possess and maintain a 3.0 cumulative grade point average. Violations of college policy will affect candidacy.

4. What does the selection process entail?

The selection process entails an application form to be filled out by the candidate, as well as two references. Final candidates will be invited for an interview.

5. What is the compensation for being an LCC?

LCCs will be paid on an hourly basis for the Fall semester upon satisfactory completion of their responsibilities.

6. Are there other benefits from being an LCC?

LCCs have the opportunity to develop close working relationships with faculty and administrators, and are in a position to shape the living/learning experiences of a significant number of First-Year students. This is a position of responsibility, from which you, as an LCC, will learn a lot about yourself, about your peers, about interesting ideas and successful program development.

7. If I am selected as an LCC, where will I live? How will this affect my housing assignment?

This depends on a couple of factors.  Generally, sophomore LCCs live in the same building as the learning community students depending on space availability, while junior or senior LCCs live elsewhere and develop a plan to maintain a presence in the learning community space.  This topic will be addressed during candidate interviews.

8. Who does an LCC report to?

LCCs are coordinated by Associate Provost Shalom Staub and meet with him on a regular basis throughout the year. In the Fall semester, LCCs are expected to stay in close communication with their learning community's faculty in order to provide a support role at their direction.

9. Are there additional obligations?

In the fall, LCCs will be asked to return to campus in the week prior to the start of classes in order to meet with fellow LCCs, RAs, faculty and administrative staff.

10. What if I have a question that was not answered on this page?

Please do not hesitate to contact AP Shalom Staub if you have any other questions about learning communities or the process of becoming an LCC. You may e-mail him at staubs@dickinson.edu, call him at ext. 8917, or stop in at his office on the 2nd floor of Old West, Room 16.