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ERIC Number: EJ799923
Record Type: Journal
Publication Date: 2008
Pages: 8
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0009-1383
A New Era in Learning-Community Work: Why the Pedagogy of Intentional Integration Matters
Lardner, Emily; Malnarich, Gillies
Change: The Magazine of Higher Learning, v40 n4 p30-37 Jul-Aug 2008
Learning-community work done well requires a skillful balancing of two moves: one structural, the other pedagogical and cross-disciplinary. When a campus gets it right, enriched integrative learning is the result. When a campus doesn't, retention data improves, at least in the short run, but the substantive, multi-faceted, and deep learning that learning communities can engender too often remains underdeveloped. In this article, the authors describe a new era in learning-community work by taking a close look at the applications campuses have submitted for the National Summer Institute on Learning Communities, looking for changes over time. Their hypothesis was that an analysis of team applications might reveal advances in learning-community practice, as well as indicating directions they need to pursue. The authors also examine in more detail several shifts in the way campuses approach learning communities. (Contains 1 figure and 9 resources.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington
Identifiers - Assessments and Surveys: National Survey of Student Engagement