Ear to the Streets

Harrison, Louis; Moore, Leonard; Evans, Lynn

doi:10.1177/0021934705276797

Cited by 6 publications

(3 citation statements)

References 5 publications

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“…• • Ninety-five percent of students at Talladega recommended continuation of link courses; • • Howard University students reported they were more likely to attend graduate school and pursue Math and Science as a result of their experience with linked courses; • • Howard University students had statistically significant higher success in pre-calculus than students in non-linked courses; and • • Both universities reported higher motivation levels in STEM courses Harrison, Moore, and Evans (2006) conducted a study on linked courses and culturally relevant themes. The learning community consisted of linked courses and African American popular culture theme of race, hip-hop, and sport.…”

Section: Learning Communities Versus Team-based Learningmentioning

confidence: 99%

“…Harrison, Moore, and Evans (2006) conducted a study on linked courses and culturally relevant themes. The learning community consisted of linked courses and African American popular culture theme of race, hip-hop, and sport.…”

Section: Learning Communities Versus Team-based Learningmentioning

confidence: 99%

“…African American experience curriculum themes in learning communities can also enhance the learning of White students at PWIs. Establishing themes about the African American experience can enhance learning in White students at PWIs by presenting the opportunity to have quality interaction with and learning about African American culture, giving White students a different perspective (Harrison et al, 2006). White students then gain a more diverse education experience while African American students can more easily be incorporated into PWI learning communities and team-based learning environments.…”

Section: Learning Communities Versus Team-based Learningmentioning

confidence: 99%

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African American Students, Retention, and Team-Based Learning

Hunn

2014

Journal of Black Studies

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This article reviews the literature on retention of African American students at predominately White institutions (PWIs). A focus on current trends in Kentucky colleges and universities outlines regional retention characteristics. With the popularity of team-based learning pedagogy, the author addresses the need for research using team-based learning with African American students attending PWIs. Research suggests retention of African American students can be undermined with pedagogy that is void of cultural sensitivity. The challenges of using team-based learning with African American students attending PWIs are outlined including feelings of isolation of African American students in White team-based learning groups, omission of African American students from relevant group work, discomfort of students with students of Journal of Black Studies 45 (4) differing race/ethnicity, and the effect on group educational experience as a result of student discomfort. Last, recommendations are made for the use of team-based learning with African American students attending PWIs.

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Section: Learning Communities Versus Team-based Learningmentioning

confidence: 99%

Section: Learning Communities Versus Team-based Learningmentioning

confidence: 99%

Section: Learning Communities Versus Team-based Learningmentioning

confidence: 99%

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African American Students, Retention, and Team-Based Learning

Hunn

2014

Journal of Black Studies

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2009

ASHE Higher Education Report

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Executive Summary Foreword Overview Defining Interdisciplinarity The Disciplines, Interdisciplinarity, and the University Interdisciplinarity, Learning, and Cognition Interdisciplinarity and the Practice of Research Faculty and Institutional Structure: The Conflict of Interdisciplinarity Best Practices Related to Interdisciplinary Education Implications for Practice and the Future of Interdisciplinarity Defining Interdisciplinarity Conceptualizing the Disciplines Conceptualizing Interdisciplinary Knowledge Conclusion The Disciplines, Interdisciplinarity, and the University The Historical Influence of the Disciplines on Teaching and Learning Interdisciplinary Initiatives in Twentieth‐Century American Higher Education Conclusion Interdisciplinarity, Learning, and Cognition The Disciplinary Basis of College Student Learning Defining Interdisciplinary Curricula in Higher Education Conclusion Interdisciplinarity and the Practice of Research Challenges to the Practice of Interdisciplinary Research Facilitating Interdisciplinary Research in Higher Education Conclusion Faculty and Institutional Structure: The Conflict of Interdisciplinarity Interdisciplinarity, Faculty, and Change in Higher Education Achieving Institutional Goals and Interdisciplinary Faculty Engagement Fostering Faculty Connections Across Institutional Boundaries Modifying Activity Systems to Encourage Interdisciplinarity Conclusion Best Practices Related to Interdisciplinary Education Dedicated Organizational and Physical Space Student‐Centered Pedagogy Focus on Problem‐ or Theme‐Based Learning Curriculum Shaped Through a Variety of Interdisciplinary Learning Experiences Culminating Capstone Project or Student Portfolio Focus on Collaborative Learning Rather Than Mastery of a Particular Content Use of Independent Study, Internships, and Experiential Learning Goal of Preparing Students for a Complex, Modern Interdisciplinary Future Conclusion References Name Index Subject Index About the Author

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A New Method of Linking Courses: A Theologian and a Sociologist Share Their Experience

Galles

Olson

2008

Innov High Educ

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In this article we briefly address the rationale for linking courses and the types of student learning communities that exist in various institutions of higher education. We then describe a new method we used to link our theology (Protestant Churches in America) and sociology (Racial, Ethnic, and Gender Inequality) courses in which no students were enrolled in both courses. We discuss the practical aspects of our linkage and conclude by highlighting the evaluation of the linked courses. We found that the students went beyond the stated learning objectives and that all parties involved in the courses were satisfied with the new undertaking.

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Ear to the Streets

Cited by 6 publications

References 5 publications

African American Students, Retention, and Team-Based Learning

African American Students, Retention, and Team-Based Learning

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A New Method of Linking Courses: A Theologian and a Sociologist Share Their Experience

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