Supplementing the ‘College Experience’ with Program-Based Learning Communities

Rima, Brandi; Rodriguez, Crystal; DePaola, Tom

doi:10.1080/10668926.2018.1542637

Cited by 5 publications

(2 citation statements)

References 26 publications

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“…Other common characteristics of learning community programming include blocked scheduling of courses, reduced class sizes, special advisement and mentorship opportunities for students, and supplemental training and compensation (e.g., reduced course loads) for faculty. Research supports learning communities as a high-impact teaching practice that is especially effective for first-year college students (Fink & Inkelas, 2015;Kuh, 2016;Rima et al, 2018).…”

Section: The Learning Community Modelmentioning

confidence: 99%

What Did We Learn?

Rima

Rodriguez

2022

JETHE

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Assessment is critical to effectively implementing interdisciplinary pedagogy in higher education. We developed an interdisciplinary project for an Introduction to Psychology and Introduction to Criminal Justice learning community at an urban community college. The semester-long project involved completing a series of lessons and assignments in both courses. The study objective was to evaluate the extent to which the interdisciplinary project supported students’ learning, with attention to their academic skill development, progress on course learning outcomes, and academic progress in the psychology course. Data procedures included summative assessment of final paper submissions and collection of final paper grades and final grades in the psychology course across two cohorts of learning community students. Findings suggest the interdisciplinary project positively supported students’ academic skill development, progress on course learning outcomes, and overall success in the psychology course. These findings demonstrate the value of interdisciplinary teaching and assessment. We offer the interdisciplinary project and assessment procedures presented here as models for higher education faculty interested in interdisciplinary pedagogical approaches.

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Section: The Learning Community Modelmentioning

confidence: 99%

What Did We Learn?

Rima

Rodriguez

2022

JETHE

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“…Although learning communities can vary in structure, typically they include faculty cooperation and integrated coursework from different disciplines, and collaborative learning activities (Weiss et al, 2015). Learning communities are effective first-year programming tools that improve student success in part because they facilitate interdisciplinary and cooperative learning (Fink & Inkelas, 2015;Kuh, 2016;Rima et al, 2018).…”

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confidence: 99%

Bringing Meaning to Learning: An Interdisciplinary Project for First-Year Community College Students

Rima

Rodriguez

2020

Teaching of Psychology

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Interdisciplinary pedagogy can enhance Introduction to Psychology curricula. We developed an interdisciplinary project to make meaning in a learning community (LC) clustering Introduction to Psychology with Introduction to Criminal Justice. Our purpose is to describe the project as a model and report on students’ evaluations of the project and their academic progress. We collected questionnaire data about students’ experiences completing the project. Results were positive with most students valuing make meaning, feeling more connected to psychology and expressing satisfaction. We measured student learning using project grades and final grades in the psychology course. Participants performed satisfactory on the project and outperformed a comparison group in the Introduction to Psychology course. Findings demonstrate the value of interdisciplinary pedagogy in psychology curricula.

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