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ERIC Number: EJ1112694
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
ISSN: EISSN-2375-804X
Pulling It Together: Using Integrative Assignments as Empirical Direct Measures of Student Learning for Learning Community Program Assessment
Huerta, Juan Carlos; Sperry, Rita
Learning Communities: Research & Practice, v1 n1 Article 16 2013
This article outlines a systematic and manageable method for learning community program assessment based on collecting empirical direct measures of student learning. Developed at Texas A&M University--Corpus Christi where all full-time, first-year students are in learning communities, the approach ties integrative assignment design to a rubric for grading the assignment developed by teams at a planning retreat each semester. The rubric specifies competencies from each class included in the assignment as well as a criterion for success of earning an overall grade of B or better (80 points or higher). The authors describe an advocacy letter assignment designed for a political science course in state and local government, a first-year composition course, and a first-year seminar. An appendix includes the assignment along with the grading rubric as well as the method used by administrators to aggregate data across all learning communities. [This article was originally published in: "Journal of Learning Communities Research," 5(1) (April 2010).]
Evergreen State College's Washington Center, the National Resource for Learning Communities. 2700 Evergreen Parkway NW, SEM II E2115, Olympia, WA 98505. Tel: 360-864-6606; Fax: 360-867-6662; e-mail:; Web site:
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A