Acknowledgements
Introduction
I. Building Community
1. A Network to Call On
2. Putting Words to Practice
3. The Joy in Connecting
4. Leaving With My Own List
5. Hope in Community
6. Learning Alongside
7. Connecting Across Invisible Boundaries
8. A Staff Learning Community
9. Translating Tools of the CPLC
10. Challenges and Looking Ahead
11. To Work Toward a Collective Good
12. Interconnectivity
II. Student Agency in Education
13. A Dream in Motion
14. Teacher = Student: A Communicative Property
15. Partnerships and Possibilities: A Student's Experience
16. Overloaded/Resonant
17. Filling In the Remainder
18. Opening Opportunities for Engagement
19. Learning as Process
III. Project-Based Learning
20. Exploration Instead of Fear
21. Inquiry and Sharing
22. A Current State of Evolution
23. Critiquing Approaches, Sharing Strategies
24. An Adventure of Our Own
25. Open up and say “PBL”
26. Reflecting, Adapting, Implementing
27. Developing a New Project-Based Assignment
28. TWP Takes a Village
29. Here Be Dragons
IV. Interdisciplinarity & Collaboration
30. Inside & Outside of the Classroom
31. Including the Instructor
32. Bridging Worlds With Habits of Mind
33. Guideposts
34. Continuing Commitment, Increasing Impact
35. Slowing Down, Making Space
36. Actively Seeking Collaboration
37. Engaging Over Coffee
38. Visualizing Collaboration
39. Being Hannah Gadsby: Some Thoughts on Disciplinarity
V. Open and Accessibile Education
40. The Open Pluriverse
41. Pedagogy and Social Justice
42. "Just Look For Openings"
43. Our Involvement in Oppressive Systems
44. Small Impacts Carried Forward
45. A New Mindset, An Open Approach
46. In the Meta Sense
47. An "Aha!" Moment
48. Focusing on Process
49. Mutual Humanness in Academia
50. Padlet of Takeaways
51. Activating Open Labs for Apex Community Impact
52. OPENly Optimistic: My experience with the CPLC
53. Accessibility, Transparency, and Learner-Driven Assignments
54. Working Together Better
55. Pedagogy for Healthy Balance
VI. Taking Risks
56. Healing, Engaging, and Taking Risks
57. A Year in Practice
58. Particularly Complex Work
59. Student Agency & Unknown Territory
60. Toolkits and Teams
61. The Pedagogues Our Students Deserve
62. The Gestalt of Teaching
63. Overwhelmed & Open
64. Scholarly Detours and New Beginnings
VII. Institutional Transformation
65. Pasts, Presents, Futures
66. Picturing "Tackling a Wicked Problem"
67. Not In the Caboose
68. The Habits of Mind: A Holistic System
69. A Year in Practice: Synthesis & Visiion
70. Reinvigorated Practice
71. Values Horizon
72. How do we want to learn? What do we want to learn?
73. Generous Thinking Now
74. Do Better Not More
75. Unbalanced Love
76. Walking the Walk with Habits of Mind
77. Barriers to Vulnerability
78. Thankful in our Shared Work
79. Caesar, Machiavelli, You and Me
80. Working Across an Institution
81. How did this many absences become normal?
82. Restorative Experiences
VIII. Empathetic Instruction
83. Jellybeans
84. Inclusion & Belonging
85. Stark Realities
86. Addressing Student Challenges in Learning Environments
87. Teaching the Whole Student: A Work in Progress
88. Radical Kindness
89. Accessibility, Empathy, and Exhaustion
90. Vulnerability, Caution, and Willingness
91. Lessons in Empathy
92. Investigating Empathy
93. Empathy & Tackling a Wicked Problem
94. The Roots of Self-Care
Appendix A: The Values That Guide Us: Faculty, Staff, & Students Talk About What Drives PSU
Appendix B: The Unofficial PSU CPLC Values Workbook
Appendix C: What does a learning community look like?
Appendix D: What "learning community" looks like at Plymouth State
“Accessibility to me means that no student should be denied access to education based on factors beyond their control, be it physical disability, learning disability, or limited financial resources, among other factors.” John Lappie, Accessibility, Empathy, and Exhaustion Photo by Utsav Srestha on Unsplash
“Accessibility to me means that no student should be denied access to education based on factors beyond their control, be it physical disability, learning disability, or limited financial resources, among other factors.”
John Lappie, Accessibility, Empathy, and Exhaustion
Cluster Learning at Plymouth State: A Community-Based Approach to Pedagogy by The Open Learning & Teaching Collaborative is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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