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ERIC Number: EJ913051
Record Type: Journal
Publication Date: 2010-Jan
Pages: 5
Abstractor: ERIC
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0021-9584
Efficacy of Using Learning Communities to Improve Core Chemistry Education and Increase Student Interest and Retention in Chemistry
Driscoll, Wendy deProphetis; Gelabert, Maria; Richardson, Nicholas
Journal of Chemical Education, v87 n1 p49-53 Jan 2010
Learning communities provide connections between disciplines in a supportive environment and allow students to participate in two or more linked courses in small groups. Undergraduate institutions that have incorporated learning communities in their curriculum have experienced positive effects from this approach. Learning communities have the potential to benefit both students and faculty at participating institutions. The use of learning communities could potentially be an effective method to improve undergraduate education and to boost retention. Learning communities change the environment in which students master challenging material, providing greater support for students and increased opportunities to make intellectual connections across disciplines and beyond the classroom. Learning communities are more likely to pique and maintain student interest. This article describes the effects that the incorporation of learning communities into the curriculum to improve undergraduate education has had on the chemistry program at Wagner College. The increase in the number of chemistry majors is attributed to the use of learning communities as well as other potential factors discussed in this paper. (Contains 2 figures and 1 table.)
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A