Student Evaluation of a Learning Community Model Adapted to Student and Curriculum Needs.

Heather J Yu, Cheryl Mulligan, Emily E. Hartford^, John G. McCoy, Nicole E. Cyr

https://doi.org/10.59390/EVAY3425

ABSTRACT

The Neuroscience Learning Community (LC) that Stonehill introduced to its curriculum grew out of the Great Recession of 2008 and the need for our students to gain hands-on, high-impact learning experiences, despite limited resources.  This learning model was first reported in 2013, and since then it has undergone changes that were necessary due to the number of credits and amount of time required for that model.  Curriculum changes are common, and Stonehill College changed its credit requirements for LCs to meet students’ needs.  As a result, the new Neuroscience LC model that we describe here reduced credit hours while leveraging new faculty expertise, collaborations, and new community partnerships.  This paper reports student evaluations of an LC model adapted to demand fewer credits and less time, but to retain the community-based learning aspect and to increase faculty collaboration, while maintaining a high standard of learning fundamental neuroscience topics.  Evaluations suggest that students valued the updated Neuroscience LC because it helped them understand neuroscience concepts and the impact of neuroscience in our world.