The communication research team as learning community.
| December 22, 2007 | Janusik, Laura A.; Wolvin, Andrew D. | COPYRIGHT 1999 Project Innovation. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan.  All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)Copyright [pic]
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One important thread in the undergraduate reform movement of higher education is the need for community on campuses (The Boyer Commission, 1998; National Institute of Education (NIE), 1984). This has led campuses to develop learning communities, most typically smaller units of students connected by some common goal or theme, often housed in a special residential facility, with curricular and co-curricular activities designed by faculty and staff especially for that group. Learning communities have become increasingly popular on college campuses, with at least 24% of seniors at over 700 American colleges and universities claiming that they have been involved in a learning community during their academic career between 2002 and 2004 (National Survey on Student Engagement, [NSSE], 2004).
Even though support for learning communities has been strong, many schools have resisted due to the time and expense it takes to establish them. Further, many claims for the benefits of learning communities are theoretical in nature without much empirical support to back them. This study investigates whether a smaller, discipline-specific research team with no funding can be an acceptable alternative to traditional learning communities. In addition, the study investigates some of the theoretical claims of learning communities within the context of the research team.
Literature Review
In response to the academic and integration challenges faced...