Association for Interdisciplinary Studies, Miami University, Miami, Ohio: AIS supports the exchange of ideas regarding integrative learning, advocates best practices in interdisciplinary teaching and research, seeks new theoretical models, and more.
Washington Center for Improving the Quality of Undergraduate Education, Evergreen State College, Olympia Washington: recognized as a leader in learning community innovation and research, The Washington Center, aims to improve students' college readiness and completion rates through learning communities. They assist with faculty development, offer planning retreats and consultations, develop tools and strategies for assessment, and create pathways to connect campuses and communities.
Issues in Interdisciplinary Studies Online, Miami University, Miami, Ohio
Learning Communities Research and Practice, Evergreen State College, Olympia, Washington
General Information about Learning Communities
Dodge, L. & Kendall, M.E. (2004, Fall) Learning communities. College Teaching, 52(4), 150-155.
Teaching and Learning
Boyt, H.C. (2008, May/June). Against the current: Developing the civic agency of students. Change. Retrieved from http://www.changemag.org
Dunlap, L. & Sult, L. (2013). Juggling and the art of the integrative assignment. Learning Communities Research and Practice, 1(1). Retrieved from http://washingtoncenter.evergreen.edu
Herold, B. (2014, March 11). Innovative ed. model challenges teachers to adjust. Education Week. Retrieved from http://edweek.org.
Huber, M.P. & Hutchings, P. (2004). Integrative learning: Mapping the terrain. Association of American Colleges & Universities. Retrieved from http://www.carnegiefoundation.org
Jaffee, D. Carle, A.C., & Phillips, R. (2008). Intended and unintended consequences of first year learning communities: An initial investigation. Journal of the First Year Experience and Students in Transition, 20(1), 53-70. Retrieved from http://lgdata
Malnarich, G. & Lardner, E.D. (2003). Designing integrated learning for students: A heuristic for teaching, assessment, and curriculum design. Washington Center Occasional Paper. Retrieved from http://www.evergreen.edu/washingtoncenter
Shapiro, N. (2008, Summer). Powerful pedagogy: Learning communities at historically black colleges and universities. The Journal of Negro Education, 77(3), 280-287.
Learning Community Assessment
Association of American Colleges & Universities. VALUE Rubrics. Retrieved from http://secure2.aacu.org
Boix-Mansilla, V. (2008/2009, December/January). Productive shifts: Faculty growth through collaborative assessment of student interdisciplinary work. Journal of Learning Communities Research, 3(3), 21-26. Retrieved from http://www.evergreen.edu/washingtoncenter
Huerta, J.C. & Hansen, M.J. (2013). Learning community assessment 101: Best practices. Learning Communities Research and Practice, 1(1). Retrieved from http://washingtoncenter.evergreen.edu
Lardner, E. & Malnarich, G. (2008/2009, December/January). Assessing integrated learning: Insights from Washington Center's national project on assessing learning in learning communities. Journal of Learning Communities Research, 3(3), 1-20. Retrieved from http://www.evergreen.edu/washingtoncenter
Lardner, E. & Malnarich, G. (2009, September/October). When faculty assess integrative learning: Faculty inquiry to improve learning community practice. Change. Retrieved from http://www.evergreen.edu/washingtoncenter
Lichtenstein, M. (2005, July/August). The importance of classroom environments in the assessment of learning community outcomes. Journal of College Student Development, 46(4), 341-356.
Mansilla, V.B., Duraisingh, L.D. , Wolfe, C.R. & Haynes, C. (2009, May/June). Targeted assessment rubric: An empirically grounded rubric for interdisciplinary writing. The Journal of Higher Education, 80(3), 334-353. Retrieved from http://old-pz.gse.harvard.edu
Summers, J.J., Beretvas, S.N., Svinicki, M.D., & Gorin, J.S. (2005, Spring). Evaluating collaborative learning and community. The Journal of Experimental Education, 73(3), 165-188.
Tinto, V. (1997, November/December). Classrooms as communities: Exploring the educational character of student persistence. The Journal of Higher Education, 68(6), 599-623.
Tinto, V. (2003). The impact of learning communities on student success. Higher Education Monograph Series, Syracuse University. Retrieved from http://www.nhcuc.org
Yancy, D.C., Sutton-Haywood, M., Hermitte, E., Dawkins, P.W., Rainey, K., & Parker, F.E. (2008, Summer). The impact of freshman academy/learning communities on student progression and engagement. The Journal of Negro Education, 77(3), 250-263.
Bridges, B.K, Cambridge, B., Kuh, G.D, & Leegwater, L.H. (2005, Spring). Student engagement at minority serving institutions: Emerging lessons from the BEAMS project. New Directions for Institutional Research. Retrieved from http://cpr.iub.edu
Carini, R.M., Kuh, G.D., & Klein, S.P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1-32. Retrieved from http://nsse.iub.edu
Hazeur, C. (2008, March). Purposeful co-curricular activities designed to increase engagement: A practice brief based on BEAMS project outcomes. Institute for Higher Education Policy. Retrieved from http://www.ihep.org
Zhao, C. Kuh, G.D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115-138. Retrieved from http://nsse.iub.edu
Supporting Student Learning
Engstrom, C. & Tinto, V. (2008, January/February). Access without support is not opportunity. Change. Retrieved from http://www.nhcuc.org