Learning Communities

An overview

What are Learning Communities?

Learning Communities

Two or more faculty members collaborating together to link their class

assignments, themes, or activities

Goals of LC’s

• Provide students with greater curriculum coherence

• Provide both students and faculty increased intellectual interaction

• Assist in boosting success and retention rates

What are the benefits?

Great for Colleges, Students, and Faculty

• LC students had higher success, retention, persistence, transition rates, and transfer rates than non- LC students

• 83% of students in an LC for the first time reported that they would enroll in another

• LC instructors report that teaching in an LC is “the most rewarding teaching any of us have ever done”

Learning Community Data

• Larger percentage successfully completed the course with grades A,B,C or Credit (60% vs. 43%)

• Lower percentage withdrawal rate (18% vs. 34%)

0

10

20

30

40

50

60

Success Withdrawal

LC

NLC

Ongoing Benefits

• More students transitioned to the next level of English

• More students successfully completed the next level of English

0

10

20

30

40

50

60

70

Transition Success

LC

Non LC

Overall Learning Experience

Learning Community

Non-Learning Community

Retention Rate 81.5% 66.5%

Mean GPA

(semester)

2.24 1.99

Proportion of units completed

77.6% 66.2%

Persistence 70.4% 66%

Pass Rates at the SDCCDMesa College

Math 95 & Personal Growth 127

100% and 83% Pass Rate!

English 51 & Personal Growth 127

85% and 83% Pass Rate!

What are some possibilities for Miramar?

Types of Learning Communities

• Fundamental Learning Communities

• Transfer Learning Communities

• Thematic Cluster Learning Communities

Fundamental LC’s

• Target audience: “at risk” student populations

• Aim to ensure student’s improvement in basic skills

• Common links are between basic English and Math classes with Personal Growth classes

Fundamental LC Samples

LCOMM 090

Math 096:Int. Algebra/Geometry

PersonalGrowth 140

LCOMM 050

English 051:Basic Comp.

English 056:College Reading

Transfer

• Target audience: students who wish to transfer to CSU or UC programs

• Encourages discovery of similarities between GE required classes

• Encourages study groups with common goals

• Courses are offered in “bundles” that satisfy GE Breadth or UC requirements

CSU Transfer LC Sample

English 101:Reading/Composition

Philosophy 100: Logic & Critical Thinking

Speech 103:Oral Communication

LCOMM 100A

Thematic Cluster

• Target audience: students who hope to gain higher understanding within one particular theme or focus

• Honors students, special themes, special needs

• Links are made between a variety of disciplines

Thematic Cluster

Health 101:Health and

Lifestyle

BIO 105:Principles of

Biology

FILI 100:Filipino

American Experience

ANTH 103:Cultural

Anthropology

Successful Implementation

• Leadership for Project• Faculty Recruitment• Faculty Support• Involvement of

Advisors/Counseling• Publicity/Student

Recruitment

• Scheduling Coordination

• Registration/Class Schedule

• Assessment Evaluation

References

Jensen, S. (2000). The pedagogy of possibilities: developmental education, college-level studies, and learning communities. Learning Communities Monograph Series, 106-107.

Lenning, E. (1999). The powerful potential of learning communities: Improving education for the future, p. iv.

Richards, E. (2006). The Learning communities experience: Bridging the gap. San Diego Mesa Community College. San Diego, CA.