| Faculty in higher education are no stranger to the insular behavior at many institutions. Too often we struggle to improve our teaching alone rather than work with our colleagues. This may be why many of us seek out Process Education as not just a source for theory but as a community of practitioners. In this experience we hear about the case study of a multi-disciplinary learning community formed at TCC under the guidance of a colleague and researcher and focused on disciplinary literacy. We will analyze the theory and practice of learning communities and provide the first steps for forming our own. |
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