Publications and Research
Document Type
Book Chapter or Section
Publication Date
2020
Abstract
Participation in a learning community has been widely recognized as a high impact educational practice. Here, we focus on a highly successful partnership between a psychology professor (JGF) and an English professor (KAH), who codesigned and cotaught a first-year cocurricular (Psychology/English Composition) learning community (LC) course for multiple semesters at a large public Minority/Hispanic Serving Institution in the Northeast. We describe how we created co-curricular links between our courses, which hinged in part on a collaborative podcast assignment based on psychology-themed books. We detail how we built a strong sense of community, designed scaffolded assignments targeting skills, such as information literacy and cooperation, and describe the impact that participation in the learning community had on student success.
Comments
Grose-Fifer, J., & Helmer, K.A. (2020). Student success in Psychology-English learning communities. In A. Schwartz & R. L. Miller (Eds.), High impact educational practices: A review of best practices with illustrative examples. Society for the Teaching of Psychology. http://teachpsych.org/ebooks/highimpacted