> Is a learning community different from a cohort program?
> But isn't an LC like a cohort?
> How will this program be conducted?
> Do I have to be a practicing teacher to be part of this degree program?
> How many years of classroom experience do I need to take part?
> Is there a chance we can attend summer school and speed up the process?
> How are grades determined?
> Because of integrated curriculum, how will transcripts look?
> How much does the program cost?
> How will computer technology support my learning experience with Fielding?
> What is needed for admission to this program?
> What are the criteria for admission?
> Is financial aid available?
> What are the expenses for books and materials?
> What library resources does Fielding make available to me as a student?
> What payment options are available?
> Is there a thesis?
> Will I have an area of emphasis?
> What happens if I can't make part or all of a weekend session?
> What happens if I have to drop out of the program?
> Should I have a team from my school join this program?
> How is this program connected to and/or supported by the National Board of Professional Teaching Standards?
> How long do I have to complete the MA-CEL?
> What is the typical make-up of a LC?
> Is this MA-CEL accredited?
> Is the program accepted as preparation for a Specialist, PhD, or EdD?
> Who is Learning Quest Associates, Inc. and how does this organization support learning communities?

Q. Is a learning community different from a cohort program? [back to list of questions]
A. Yes. The Fielding Graduate University learning community (LC) is different from other programs because it:

• takes place near the participants' homes;
• is facilitated by a team that organizes and conducts the program while serving in an advisor-advisee relationship;
• develops a positive, values-focused community culture for adult learning, which supports your success and that of other learners;
• expects the curriculum to emerge from your learning needs (focused by the National Board of Professional Teaching [NBPTS] propositions);
• connects affective and cognitive learning as an energizer for continuous learning;
• integrates curriculum and processes throughout the program, something that participants will take back to their pre-K-16 classrooms;
• invites resource people to share specialized information with LC members;
• develops advisory and collegial groups that collaborate and support one another's learning and application;
• assesses and validates your growth and learning using portfolio processes;
• empowers members to support the learning of others as part of everyone's learning;
• expects LC members to decide where and when to meet, including visits to other LCs for special interest activities.

Q. But isn't an LC like a cohort? [back to list of questions]
A. To some degree a cohort and an LC are similar, but in a cohort the curriculum is developed by the university, delivered as a series of courses, and more traditional writing assignments and assessment processes are used. Students in cohorts experience a more traditional degree program which is often not offered closer to home. Furthermore, an LC is designed and organized around a Professional Development Plan (PDP) designed by you, the participant, for your professional learning and growth applied in the classroom. In the LC format, the following concepts are developed and emphasized by the group:

• establishing common goals, including focusing on being successful learners and supporting others as they succeed getting to know one another at a deeper level;
• experiencing shared learning activities and projects;
• improving professional practice that will improve the learning of pre-K-16 students;
• defining and promoting self, peer, and collaborative assessment;
• sharing your learning on a monthly basis;
• researching as a part of the learning process, rather than an assignment;
• informing the profession;
• valuing and connecting learning, intense work and fun, fun, and more fun.

Q. How will this program be conducted? [back to list of questions]
A. LC participants work with two or three facilitators over the course of two years to create the most exciting learning experiences possible and to support their learning styles. This is what learning should be. You, the teachers, are the professionals who will be transforming schools. You must define, experience, and redefine what it is the schools of the future will be about. The Fielding MA-CEL wants to support your professional growth and tie it directly to what you are providing in your classrooms as you strive to prepare today1s students for the next generation1s needs and demands.

Q. Do I have to be a practicing teacher to be part of this degree program? [back to list of questions]
A. The Fielding MA-CEL program is designed for practicing teachers and others who work in a professional development setting. To make the program work, you need a place to apply your learning. Example: as the LC explores a topic of authentic assessment, you will need a place to apply your learning in your work setting and gather evidence of student learning and improvement. In some cases, this can be done in the role of a parent educator, an early childhood educator, a counselor or social worker, a post-secondary instructor, or a curriculum and instruction/staff developer. Part-time and substitute teachers are also encouraged to participate in this program. However, you will need to collaborate with a classroom teacher. This might be a LC colleague or someone in a school near where you live or work.

Q. How many years of classroom experience do I need to take part? [back to list of questions]
A. It is open to everyone. First year teachers may find getting started in new jobs more than enough to keep them stimulated and engaged in learning without additional academic experiences. Also, they may find they need more teaching experience before focusing on a degree. Some second and third year teachers are ready and will succeed. It will depend on the individual and his or her needs. Teachers with three or more years of experience will bring the advantage of past practice to the setting.