Goal Development of Latina/o Students in a Developmental Learning Community at a Community College

2013 ◽  
Vol 38 (4) ◽  
pp. 323-336 ◽  
Author(s):  
Theresa M. Lorch
Keyword(s):  
Community College ◽  
Learning Community ◽  
Developmental Learning ◽  
Goal Development

Using the International Negotiation Modules Project (INMP) to Build a Learning Community

2018 ◽  
pp. 652-666
Author(s):  
Rosalind Raby
Keyword(s):  
Community College ◽  
Learning Community ◽  
Collaborative Work ◽  
Approaches To Learning ◽  
International Negotiation ◽  
College Curriculum ◽  
Construction Of Knowledge ◽  
Online Simulation ◽  
Student Teams ◽  
Traditional Approaches

This chapter profiles a program that uses online simulation to internationalize the community college curriculum. For the past two decades the International Negotiation Modules Project (INMP) has had a particular effect on the construction of knowledge for community college students who often need non-traditional approaches to learning for their success. Through active learning and collaborative work on cross-disciplinary concepts, the simulation enhances overall student comprehension. In the process, the INMP helps to build a cohesive learning community that begins with student teams, continues with classroom learning, and transcends to multi-college classroom dialogue. This chapter explores how unique interactions inherent in INMP reinforce student engagement that, in turn, enhances overall student success.

Kegan’s Theory of Development Applied to Community College Students

2011 ◽  
pp. 101-116
Author(s):  
Sally Gabb ◽  
Howard Tinberg ◽  
Ron Weisberger
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Emerging Adults ◽  
Cognitive Abilities ◽  
Developmental Learning ◽  
Wide Range ◽  
Problem Solvers ◽  
Incoming Students ◽  
Robert Kegan

The current study applies the developmental learning theory of Robert Kegan to the community college classroom. In focusing on the work of community college students, the authors will reflect on the observed cognitive abilities of incoming students and proceed to chart their growth as learners. While acknowledging that community college students represent an extremely wide range of age and experience, the authors chose to study “emerging adults,” those students who, in their late teens, are just at the cusp of achieving a complex view of themselves and others. The authors hope to show that such learners stand a much better chance of evolving into complex thinkers and effective problem-solvers when given a support structure (a bridge) to smooth their way.

Using the International Negotiation Modules Project (INMP) to Build a Learning Community

2014 ◽  
pp. 117-131
Author(s):  
Rosalind Raby
Keyword(s):  
Community College ◽  
Learning Community ◽  
Collaborative Work ◽  
Approaches To Learning ◽  
International Negotiation ◽  
College Curriculum ◽  
Construction Of Knowledge ◽  
Online Simulation ◽  
Student Teams ◽  
Traditional Approaches

This chapter profiles a program that uses online simulation to internationalize the community college curriculum. For the past two decades the International Negotiation Modules Project (INMP) has had a particular effect on the construction of knowledge for community college students who often need non-traditional approaches to learning for their success. Through active learning and collaborative work on cross-disciplinary concepts, the simulation enhances overall student comprehension. In the process, the INMP helps to build a cohesive learning community that begins with student teams, continues with classroom learning, and transcends to multi-college classroom dialogue. This chapter explores how unique interactions inherent in INMP reinforce student engagement that, in turn, enhances overall student success.

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

2020 ◽  
pp. 009862832097987
Author(s):  
Brandi Rima ◽  
Crystal C. Rodriguez
Keyword(s):  
College Students ◽  
Community College ◽  
Criminal Justice ◽  
Learning Community ◽  
Comparison Group ◽  
Academic Progress ◽  
First Year ◽  
Questionnaire Data ◽  
Interdisciplinary Project ◽  
Psychology Course

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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