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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.