Learning Communities and the Completion AgendaReport as inadecuate




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Learning Communities: Research & Practice, v1 n3 Article 3 2013

Learning communities are widely recognized as a powerful pedagogy that promotes deep learning and student engagement, while also addressing a range of challenges that plague higher education. The Completion Agenda represents a complex set of intersecting priorities advocated by federal and state government, nonprofit organizations, colleges, and universities that shift the national focus from expanding access to degree completion. Policy shifts and emerging educational practices aligned with the Completion Agenda such as dual credit courses, prescriptive degree maps, and the expansion of online general education courses are considered in terms of their impact on the administration of learning community programs. Although subtle adjustments in curricula may be necessary, learning communities remain critically important to preserving the quality of student learning and the integrity of undergraduate curricula in a policy environment that sometimes seems to emphasize efficiencies in degree completion above all else.

Descriptors: Communities of Practice, Learner Engagement, Graduation Rate, Academic Persistence, Educational Policy, Higher Education, Educational Practices, Online Courses, College Credits, Undergraduate Students

Evergreen State College's Washington Center, the National Resource for Learning Communities. 2700 Evergreen Parkway NW, SEM II E2115, Olympia, WA 98505. Tel: 360-864-6606; Fax: 360-867-6662; e-mail: washcenter[at]evergreen.edu; Web site: http://washingtoncenter.evergreen.edu/lcrpjournal/





Author: Johnson, Kathy E.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=883&id=EJ1112873







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