“But I Just Want To Take My Major!” Issues in an Innovative Community College Faculty/Student Learning Community Design
Abstract
This integrative analysis article presents a case study of one faculty/student learning community model with the goal of describing its promise and problems from a theoretical and practical point of view. Using the example of a program that targeted vocational students, the study examines the institutional space a program inhabits for its implications for (1) the attitudes of student and faculty participants, (2) long-lasting curriculum revision, and (3) institutional reform. In telling the story of institutional transposition from ESL program to Career Area program, the author examines both what could be hoped for and what could prove difficult when a much more diverse set of stakeholders collaborate to link vocational with Liberal Arts education in the context of providing developmental education instruction in reading/writing in a first-semester block program.
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