Learning Community Designs
‒ Barbara Leigh Smith, Jean MacGregor, Roberta S. Matthews, and Faith Gabelnick
The critical variable in any learning community design is grouping the right courses. Doing so maximizes student success, makes the learning community sustainable, and helps connect students with student affairs professionals.
From students’ points of view, the most obvious dimension of a learning community is what they sign up for—what gets presented as the “learning community”. The decision about which courses to include in a learning community is critical: the courses need to make sense in terms of student enrollment patterns and curricular pathways.
Educators who design learning communities are inventive; there is no orthodoxy about which curricular designs work best so long as the learning community design works for the students it is intended to serve on a particular campus.
Typical Curricular and Co-Curricular Combinations
Linked or paired classes
All the students in one course are also enrolled in a second course. For example, students enrolled in an elementary algebra class are also enrolled in an introductory environmental studies course. The teachers meet to design integrative assignments. Because the number of students in the learning community is equivalent to the number that would be enrolled in one section of these courses, the learning community counts as only one course for each teacher. To make the connection between the courses stronger, some campuses schedule the classes back-to-back, or with a short study break between them; some campuses offer the two courses in the same time blocks but on alternate days. Faculty seek occasions to be present in each other’s classes so students see them work as a team.
A cohort of students enrolls in two or more courses together, usually including a first year experience or a college success course, plus other introductory courses. For example, students enroll in a student success course and an introductory composition course, and they are also enrolled in an introductory political science course where they form a small subset of the total number of students in that large lecture course. The faculty working with the cohort of students plan integrative assignments, which may show up on all three syllabi or just on two.
A cohort of students sign up for two or more classes together but the total number of students signing up for the learning community is equivalent to the number that would enroll in two or more sections of these courses. These programs are team-taught, with faculty teaching the number of students equivalent to their course load.
A cohort of students lives together in a residence hall and enrolls in at least one course together. For instance, women with majors in science or engineering live together in a residence hall where they have a peer mentor, and they enroll in calculus and chemistry together.
For a thorough discussion of learning community typologies in the existing literature, see Inkelas, K.K. & Soldner, M. (2011). “Undergraduate Living Learning Programs and Student Outcomes”in Smart, J.C. & Paulsen, M.B. (eds.), HigherEducation: Handbook of Theory and Research 26.