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Learning communities from start to finish /
While the phrase "learning communities" has various definitions, at the heart of all programs is the goal of enhancing the student learning experience in the community of others. This volume provides valuable information about learning communities--from start to finish--including: historic...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
San Francisco, CA :
Jossey-Bass,
2015.
|
| Colección: | New directions for student services ;
no. 149 (Spring 2015) |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Learning communities from start to finish / |c Mimi Benjamin, editor. |
| 264 | 1 | |a San Francisco, CA : |b Jossey-Bass, |c 2015. | |
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| 490 | 1 | |a New directions for student services ; |v number 149 (Spring 2015) | |
| 504 | |a Includes bibliographical references and index. | ||
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| 505 | 0 | |a Learning Communities from Start to Finish; CONTENTS; EDITOR'S NOTES; References; 1 A History of Learning Communities Within American Higher Education; "Oxbridge" Residential College Model; Foundational Reformers in the 20th Century; Learning Community Innovation Amid Post-WWII Expansion; Tussman's Learning Community at Berkeley; Early Learning Community Initiatives; Evergreen State College; The Late 20th Century and the Era of Accountability in Higher Education; Learning Communities as a Reform Effort; Types of Learning Communities; The Next Crossroad: Online and Technology-Infused Education. | |
| 505 | 8 | |a ConclusionReferences; 2 Theoretical Foundations of Learning Communities; Historic Theoretical Roots of Learning Communities; Theoretical and Research Support for Learning Communities; Astin's Involvement Theory; Tinto's Departure Theory; Interdisciplinary Studies; Learning Communities as a High-Impact Practice and Other Relevant Research; Online Learning Communities; Contemporary Frameworks for Conceptualizing and Assessing Learning Communities-Ecology Theory; Bronfenbrenner's Ecological Systems Theory; Moos's Social-Ecological Framework; Conclusion; References. | |
| 505 | 8 | |a 3 With Educational Benefits for All: Campus Inclusion Through Learning Communities Designed for Underserved Student PopulationsAn "Equity-Minded" Approach to Learning Communities; Relevant Literature on Inclusive Learning Community Practices; Core Practices of Inclusive Learning Communities; Using Population-Specific Theory and Research to Inform Practice.; Fostering Students' Bond to Each Other and Sense of Belonging to the Institution; Engaging Students as Active Learners in the Campus Community.; Creating a Positive Message of Achievement and Change. | |
| 505 | 8 | |a Advocating on Behalf of the Student Constituency Toward Systemic Improvement Throughout the InstitutionConclusion; References; 4 Aligning Needs, Expectations, and Learning Outcomes to Sustain Self-Efficacy Through Transfer Learning Community Programs; Literature Review; Conceptual Framework; Method; Participants; Procedures; Results; Academic Enhancement; Social Acclimation; Career Development; Discussion; Limitations; Implications for Future Research and Practice; References; 5 Utilizing Online Learning Communities in Student Affairs; Defining and Describing Online Learning Communities. | |
| 505 | 8 | |a Designing Online Learning CommunitiesLearning Design; Online Communication and Trust Building; Interactive Technologies; Benefits of Online Learning Communities in Student Affairs; Establishing a Sense of Community; Enhancing Student Learning; Professional Online Learning Communities; Conclusion; References; 6 Utilizing Peer Mentor Roles in Learning Communities; What Are Peer Mentors?; Why Are Peer Mentors Valuable?; General Peer Mentor Roles; Getting Engaged in Mentoring Students (GEMS) at Saint Peter's University; Commuter and Transfer Assistants at Drexel University. | |
| 520 | |a While the phrase "learning communities" has various definitions, at the heart of all programs is the goal of enhancing the student learning experience in the community of others. This volume provides valuable information about learning communities--from start to finish--including: historical and theoretical foundations that guide these programs, structures of learning communities that provide varied opportunities for student participation, with a focus on specific student populations who may benefit from learning community experiences, and elements of staffing and assessment, as well as an | ||
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| 700 | 1 | |a Benjamin, Mimi, |e editor. | |
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| 776 | 0 | 8 | |i Print version: |a Benjamin, Mimi. |t Learning Communities from Start to Finish : New Directions for Student Services, Number 149. |d Hoboken : Wiley, ©2015 |z 9781119065111 |
| 830 | 0 | |a New directions for student services ; |v no. 149 (Spring 2015) | |
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