Integrating High Impact Practices: A Learning Community Model to Enhance Identity Development, Civic Engagement, and Reflective Practice

Autor/inn/en	Guram, Adrianna; Onks, Stacy C.; Novotny, Bethany; Brooks Taylor, Teresa
Titel	Integrating High Impact Practices: A Learning Community Model to Enhance Identity Development, Civic Engagement, and Reflective Practice
Quelle	In: Learning Communities Research and Practice, 8 (2020) 2, Artikel 1 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-804X
Schlagwörter	Communities of Practice; Pilot Projects; Administrators; College Administration; Student Personnel Workers; Educational Cooperation; Service Learning; Travel; College Curriculum; Cultural Education; Extracurricular Activities; American Indians; Citizen Participation; Reflection; Educational Practices; Praxis; Identification; College Students; Tennessee; New Mexico + Suchen Sie Ihr Suchwort? Community; Pilot project; Modellversuch; Pilotprojekt; College administrators; Hochschulverwaltung; Education; cooperation; Kooperation; Service-Learning; Travelling; Reisen; Reise; Culture; Kulturelle Bildung; Kulturelle Erziehung; Außerunterrichtliche Aktivität; American Indian; Indianer; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Bildungspraxis; Identifikation; Identifizierung; Collegestudent
Abstract	This article describes the process of developing a pilot learning community at East Tennessee State University, focusing on the collaboration of academic and student affairs administrators. Exploring how the literature on the integration of high impact practices, namely learning communities, service-learning, and domestic travel study informed our decisions regarding the structure and content of the pilot, we examine how this experience set a foundation for institutional exploration of future learning communities praxis. We describe the nature of our collaborations in the curricular and co-curricular learning community components and discuss the self-reflections that were necessary to help guide the learning of students. The article concludes with a summary of assessment results and reflections on major takeaways. (As Provided).
Anmerkungen	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: washcenter@evergreen.edu; Web site: https://washingtoncenter.evergreen.edu/lcrpjournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01