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Reading Together - Project Description Reading Together was born through the vision of Jane King, a member of the Eugene community, who has been a long time supporter of interdisciplinary studies at Lane. Her gift was made to Lane's Learning Communities Program, with the instruction that it be used for an inclusive, culturally enriching, community building project, which would give community college students experiences and opportunities not usually afforded to students who attend commuter-based, community colleges. The Learning Communities Leadership Team solicited suggestions from the college community, and after a thorough selection process, Reading Together was inaugurated. During its first year of operation, Reading Together was also funded by two additional sources: The Shaffer Grant--an innovation grant from the Lane Foundation, and by Lane’s Strategic Learning Initiative (SLI)—a unique partnership between the college administration and the faculty union, which provides initial support for innovative, interdisciplinary, learning centered projects at Lane. All too often, fragmentation defines the predominant nature of non-resident, commuter college campuses, as well as larger residential/non-resident university campuses. Many students fit in classes between the demands of work and family. As opposed to a residential campus, school is just one part of students’ lives. Reading Together serves as a Centering Mechanism for the college, as the project intentionally designs a structure which enables connections. Our chosen books reflect our college core values; these values are central to social justice, to our health as individuals and as members of diverse educational and social communities. Once people start participating, they engage each other in deep and meaningful ways. As we deepen our sense of community, we also increase our understanding of the impact of our choices on our college and larger communities, and ultimately, on our selves. Reading Together Steering Committee The Reading Together Steering Committee meets bi-monthly. The membership represents the diverse campus community, as well as representation from the larger Eugene/Springfield community. The committee members for 2006-07 are:
The Reading Together books are selected through an inclusive Book Selection Process, based upon a set of Criteria determined by the Reading Together Steering Committee. Lane’s Reading Together Project has used the mechanism of two closely-linked books to engage the campus in an exploration of our college core values: Learning, Diversity, Innovation, Collaboration and Partnership, Integrity, Accessibility. Although these values all incorporate respect for equity and learning, the year’s chosen books often emphasize one or more of these values, and we always integrate a concern for and awareness of diversity. We also consider the full range of genres--fiction, non-fiction, poetry, plays, etc. in our selection. When we choose two closely linked books, we find we create richer opportunities for deeper learning. The two books speak to each other in fascinating and provocative ways. A greater variety of events are possible and discussions are enriched by the interplay of the books. In addition, the diverse members of our college community are given more ways to enter the project, as some may find one book over the other more to their liking or needs. The diverse range of the Reading Together Project respects people's multiple interests and ways we learn. Participation in Reading Together is entirely voluntary. In the past 3 years of the Reading Together Project, participation has steadily grown and diversified. Approximately 3,500-4,000 faculty, staff and students participated in Reading Together events in 2005-06 (based on a 05-06 number of classes using RT books, and attendance at events). Course Involvement Faculty can choose to integrate the books to whatever degree and in whatever ways they choose. Since the chosen books are always interdisciplinary in nature, students encounter the books in courses which range across the sciences and humanities, including Performing and Visual Arts, Social Science, English, Health, and Science. Developmental writing, Adult Basic Education, and ESL faculty find that the books have been valuable in helping their highly transitional students develop a sense of themselves as members of a college community. Courses which have infused one or both of the Reading Together books include Literature, Writing, Speech, Journalism, Social Science, Ethnic Studies, Women’s Studies, Performing Arts, Visual Arts, Science, Energy Management, Human Services, Health and PE, Global Health, Science, Workforce, Academic Learning Services, GED, ESL, First Year Experience, and Women in Transition. Events and Offerings
Although Reading Together develops and sponsors new events, one of our central goals is to bring many of our existing programs and resources to the center of campus awareness. Through this project, we have become more aware of each other and the rich resources of our campus community. A huge benefit of this project has been the collaboration that the very nature of the project creates with the larger area community. These connections form as a result of inviting guest speakers from the area to campus, collaborating on invited authors, and working on projects of mutual interest. |
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