Download full text
Download full text
ERIC Number: EJ1112873
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 13
Learning Communities and the Completion Agenda
Johnson, Kathy E.
Learning Communities: Research & Practice, v1 n3 Article 3 2013
Learning communities are widely recognized as a powerful pedagogy that promotes deep learning and student engagement, while also addressing a range of challenges that plague higher education. The Completion Agenda represents a complex set of intersecting priorities advocated by federal and state government, nonprofit organizations, colleges, and universities that shift the national focus from expanding access to degree completion. Policy shifts and emerging educational practices aligned with the Completion Agenda such as dual credit courses, prescriptive degree maps, and the expansion of online general education courses are considered in terms of their impact on the administration of learning community programs. Although subtle adjustments in curricula may be necessary, learning communities remain critically important to preserving the quality of student learning and the integrity of undergraduate curricula in a policy environment that sometimes seems to emphasize efficiencies in degree completion above all else.
Descriptors: Communities of Practice, Learner Engagement, Graduation Rate, Academic Persistence, Educational Policy, Higher Education, Educational Practices, Online Courses, College Credits, Undergraduate Students
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: firstname.lastname@example.org; Web site: http://washingtoncenter.evergreen.edu/lcrpjournal/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A