Learning Communities as an Equity-Building High-Impact Practice in Doctoral Programs

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Abstract

This mixed methods study examines the high-impact practice (HIP) of learning communities in the context of a postsecondary-practitioner doctorate. Specifically, it considers the program cohort model and smaller learning communities established for both dissertation writing and collaborative coursework, and the potential impact of these supports on students’ sense of accountability, support, and progress in writing the dissertation. Qualitative and quantitative data results suggest that students value instructor and chair feedback, clarity of writing purpose, and the power of learning community relationships.

Authors

• Jaclyn K. Rivard, University of Southern Mississippi

• Estee Hernández, National Louis University

• Christine Nelson, National Louis University