Student Ownership of Learning in an Interdisciplinary Community: Expectations Make a Difference
Abstract
In many college courses students can succeed by memorizing facts and principles. But solving ill-defined problems of the future requires critical thinking and continuous learning. The authors examine findings from a phenomenological study of an interdisciplinary student learning community focused on developing lifelong learners. Although not surprising that students said the high expectations set for them impacted their learning, it is significant that every student, independently, identified being held accountable for meeting those expectations was critical to becoming a responsible learner. The implications for educators are that students must be challenged with ambiguous, complex tasks that are relevant to them as professionals and be held accountable for meeting high expectations.
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