Hi Tipsters: This is a duplicate posting with PsychTeach so please delete if you see it there first (highly unlikely).
I call on your collective experiences for some input. Our university is moving to LLCs (living, learning communities). Some of our faculty are reluctant to adjust their teaching (perhaps with good cause) in light of the paucity of evidence that LLCs benefit learning in an assessable/measurable way. There is a relatively large amount of evidence that the students who agree to fill out surveys like LLCs. But I'm talking about evidence that there is an enhanced level of learning or that there is some other positive, tangible effect, such as a significant increase in retention. There is also quite a bit on "engagement" but then it is left poorly defined. I'd want to see something where it is well-defined, and then at least I can decide whether or not that definition is a substantive advantage. But when left poorly-defined within a study I have no idea what the actual gain might be. If any of your institutions have made this move and/or you are familiar with any literature on this type of evidence (not the, "they like it") work, I would appreciate any references. I have done some searching on my own and the literature does seem to be sparse. Perhaps I am missing the proper key words. Thanks! Annette Annette Kujawski Taylor, Ph. D. Professor, Psychological Sciences University of San Diego 5998 Alcala Park San Diego, CA 92110 [email protected] --- You are currently subscribed to tips as: [email protected]. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=21409 or send a blank email to leave-21409-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
