Implementation of an Evidence-Based, High-Impact Practice: An Integrated Learning Community Model in Action

Abstract

Community colleges continue to grapple with low rates of degree completion and transfer issues, with a national three-year completion rate of 22 percent (Community College Research Center). However, through the implementation of high-impact practices, many schools and programs have found levels of success. The City University of New York’s (CUNY) first college in 40 years was created to simultaneously implement a number of high-impact practices shown to improve student outcomes and to maximize that success. The authors, faculty, and staff at CUNY’s New Community College, now Guttman Community College, describe how they implemented one aspect of the innovative educational model—interdisciplinary instructional team teaching in learning communities. The authors describe the core courses of the first-year experience and how they worked individually and collectively to deliver the curriculum. They also articulate challenges and lessons learned about implementing general education requirements through team teaching.