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Article Title

Editorial

Abstract

Our contributors continue to demonstrate how learning communities, in their multiple variations, constitute a substantive intervention into the classroom, challenging students to engage more deeply and effectively in their learning. What emerges in this collection of articles is the strong sense that people who teach in learning communities understand that setting the stage for deep and transformative learning requires skillfully connecting how students learn with what they are learning. The articles in this issue demonstrate how learning community faculty make good use of the freedom afforded by various curricular structures to create rich learning opportunities for students. What’s more, teachers in learning communities grasp the value of approaching the classroom as master learners, whose responsibilities can sometimes extend to sharing their work in this journal.

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