Passing the Baton: Extending the Power of FLCs through a Newly Inducted Criminal Justice Learning Community

• In Event: Advancing Justice Through Transformative DEI Educational and Pedagogical Practices in Criminal Justice

Abstract

Revamping educational methodologies and programming to incorporate a variety of perspectives is crucial for catering to a diverse range of learners. This article presents the development of an inclusive and culturally responsive Sophomore Learning Community (SLC) approach that integrates the principles of the Scholarship of Teaching and Learning. Scholarly research and corresponding interventions have primarily centered on ensuring student persistence from the first to second year despite both groups of students exhibiting similar attrition rates. To fill this gap, SLC builds on the success of our Writing Across the Curriculum (WAC)-Freshman Learning Community (FLC), which was evaluated positively regarding student engagement, retention, and performance. SLC supports second-year criminal justice (CJ) majors through a cohort-based pedagogical model to enhance student engagement and preparation for life beyond undergraduate studies. This manuscript discusses the development and evolution of the cohort-based approach and its advantages for the field of Criminal Justice and other disciplines.

Authors

• Natasha N. Johnson, Georgia State University

• Thaddeus L. Johnson, Georgia State University