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ERIC Number: EJ811651
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: ERIC
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0271-0633
Curricular Learning Communities and Unprepared Students: How Faculty Can Provide a Foundation for Success
Engstrom, Cathy McHugh
New Directions for Teaching and Learning, n115 p5-19 Fall 2008
The pedagogical assumptions and teaching practices of learning community models reflect exemplary conditions for learning, so using these models with unprepared students seems desirable and worthy of investigation. This chapter describes the key role of faculty in creating active, integrative learning experiences for students in basic skills learning communities, providing forums for students to extend time on task, and validating that students both belong and will be successful in college. Information for this chapter came primarily from analyzing over 300 interviews conducted one or two times a year with students enrolled at one of three community colleges--Cerritos College (Los Angeles, California), DeAnza College (northern California), or Cerritos College (Los Angeles)--or at one four-year institution--California State University-East Bay. Students in the study had enrolled in a curricular learning community course that included one or more noncredit-bearing basic skills courses (for example, math, reading, writing, English as a Second Language) linked to another basic skills course or a general education course, or both. Whether students were participating in a learning community that linked ESL writing and a credit-bearing history course, a reading/writing-linked course, a house that linked a basic skills math, writing, and counseling and advising seminar, a business academy, or a quarter-long cluster, the findings of this study argue that faculty teaching practices created trusting, safe learning environments that promoted student persistence and success.
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California