Richie Gebauer is currently the Executive Director of the First Year Experience and Student Transitions and the Faculty Director of the IMPACT (Leadership) Living and Learning Community at Cabrini University. He serves as a member of the editorial review board for the Learning Communities Research and Practice (LCRP) and as President of the Learning Communities Association (LCA). Gebauer's current research, via the Center for Engaged Learning at Elon University, is focused on investigating the types of collaboration between academic and student affairs in residential learning communities that foster the practice of integrative learning among students.
remedial/developmental education; collaborative classrooms; co-curricular support; faculty-student interactions; integrative learning; retention
More and more academically underprepared students enter our colleges and universities, and research suggests that traditional efforts at remediation can exacerbate the self-doubt often experienced by at-risk students. While learning communities have been shown to offer under prepared students the support they need to become active participants in their learning, the success of learning communities for this population depends upon the intentional implementation of four key features: integrative learning, collaborative classrooms, co-curricular support, and increased faculty-student interaction.
The Critical Nature of Intentionality When Supporting Academically Underprepared Students Through Learning Communities.
Learning Communities Research and Practice, 7(1), Article 3.
Available at: https://washingtoncenter.evergreen.edu/lcrpjournal/vol7/iss1/3