Faculty Interest Groups
Learning Communities as a High-Impact Practice
Among a number of other educational practices, learning communities have been described as 鈥渉igh-impact,鈥� due to the 鈥渦nusually positive benefits that accrue to students鈥� including 鈥渆nhanced engagement in a variety of educationally purposeful tasks; gains in deep, integrative learning; salutary effects for students from historically underserved populations (that is, students get a boost in their performance); and higher persistence and graduation rates. ()
In this FIG, facilitated by Kieren Howard (Physical Sciences) and Janine Graziano
(English), we will consider how our learning communities might be strengthened to
better address equity gaps and foster integrative learning. We will also think about
ways in which learning communities might serve as vehicles for other high-impact practices,
as research shows that participation in multiple high-impact practices has an additive
positive effect
Kieren Howard
Janine Graziano
So whether you are wondering about learning communities, new to teaching in learning
communities, or are an experienced learning community practitioner, please join us
as we explore how to best leverage the opportunities that learning communities offer
in order to best serve our students.
For more information, please contact Kieren at kieren.howard@kbcc.cuny.edu. And please see our work on our