The NCC Math Science Learning Community

北安普顿社区学院的数学科学学习社区正在创建两个教师学习社区（FLC），一个在NCC的门罗校区，一个在NCC的伯利恒校区。每个FLC都在制定一个可持续的计划，以增加在国家文献和NCC实践中证明的循证实践的使用，以积极影响学生的成功。FLC正在探索基于探究的学习，体验式学习，以及在数学和科学网关课程中修改STEM学生学习社区。每个FLC都在制定一个反映每个校园独特机构文化的计划，并将计划提交给学院管理部门实施。每个FLC成员都致力于一个单独的项目，以改善他或她正在教授的STEM网关课程的学习，小组成员集体与更广泛的大学和STEM社区分享他们的知识和成就。社区学院在扩大高影响力战略方面面临着独特的障碍。许多机构尚未在全机构范围内形成循证决策文化。此外，社区学院教师沉重的教学负担抑制了他们研究和实施改革的能力，但他们正是必须实施改革的群体。正在实施的变革战略包括教师学习社区和战略规划。从这个项目中吸取的经验教训正在影响全国近一半的STEM学生的成果，增加了知识体系，增加了基于探究的学习，体验式学习和学习社区对学生学习的影响，特别是对代表性不足的群体的成员。

Northampton Community College's Math Science Learning Community is creating two Faculty Learning Communities (FLCs), one on NCC's Monroe Campus and one on NCC's Bethlehem Campus. Each FLC is developing a sustainable plan for increasing the use of evidence-based practices that have been proven in both the national literature and in NCC practice to positively impact student success. The FLCs are exploring inquiry-based learning, experiential learning, and modified STEM student learning communities in math and science gateway courses. FLCs are each developing a plan that reflects the unique institutional culture of each campus and presenting the plans to college administration for implementation. Each FLC member is working on an individual project to improve learning in a STEM gateway course that he or she is teaching, and the group members are collectively sharing their knowledge and accomplishments with the wider college and STEM community. Community colleges face unique barriers to scaling up high impact strategies. Many have not yet adopted an institution-wide culture of evidence-based decision making. Moreover, the heavy teaching loads of community college faculty inhibit their ability to research and implement reforms, yet they are the very group who must implement the reforms. The change strategies being implemented include faculty learning communities and strategic planning. Lessons learned from this project are impacting the outcomes of nearly half the nation's STEM students by adding to the body of knowledge on the effect of increased use of inquiry based learning, experiential learning, and learning communities on student learning, especially for members of underrepresented groups.