Learning Communities and Deep Learning
The Learning Community structure and process of Quest I was crafted into the USP because it is a "high-impact educational practice." Research complied by AAC&U demonstrates that Learning Communities in the first year increase not only feelings of belonging but importantly, "deep learning."
Source: High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter by George D. Kuh, (Washington, DC: AAC&U, 2008).
Click on the image below to hear Professor Ron Rindo's first impressions of his Quest I Learning Community.
If you can't view this one minute video, please click here.
Strong Relationships and Strong Attendance
As we begin week four, Quest Writing (WBIS) instructor Cary Henson echoes the comments of many who are teaching Learning Community students:
There is a level of collegiality among the students I have never encountered before. In a couple of sections, I have to make efforts, reluctantly, to get them settled down a bit so we can get on with our work. Sure, not all of the conversations are course-related, but a lot of them are, and even if they aren't, the fact that they are developing a sense of community is great to see. I have never had such strong attendance (nearly perfect in 3 sections), thus far anyway, nor have I encountered such an extremely high percentage of students who come to class prepared for each day's work. They are clearly collaborating outside of class and helping each other in and out of class in terms of preparation and performance. Who knows what kind of work they will produce when we enter, soon, the difficult portions of the course, but all indications are that they are putting themselves in a position to succeed.
First-year students have now been invited to complete their first MAP-Works survey. Their responses will be so helpful to them and to all of us who support their college journeys.
You are invited to attend one of these short sessions to learn more about reviewing the highly informative MAP-Works survey report.
Wednesday, Oct. 2, 12:00 - 12:30 p.m., Sage 2210
Thursday, Oct. 3, 12:00 - 12:30 p.m., Sage 2210
For assistance, please use the following contact information: