The Concept of a Learning Communities

Learning communities are innovative, effective structures that colleges are using to enhance student involvement,
learning, growth, and academic success. Developed early in the 20 th century, they have evolved in different ways among
U.S. colleges and universities. They come in a variety of configurations, as documented by the National Learning
Communities Project. Learning communities provide multiple benefits, including curricular alignment, faculty
rejuvenation, and the overall enhancement of students’ educational experience. A blending of the academic and non-
academic aspects of student life also unlocks opportunities for attaining a broader spectrum of learning outcomes. The
most distinctive feature of vibrant learning communities is effective use of mentoring that has a major impact on the
mentor as well as the mentee.

What is a Learning Community? reemerged in the form of “federated learning

communities,” “integrating seminars,” and other
The term “learning community” has taken on many formats in institutions such as UC Berkeley, SUNY
meanings since this instructional approach was Stony Brook, and LaGuardia
initiated in the 1920s. For some, it means the
“intentional restructuring of curriculum” around a
cohort of courses. For others, it signifies a Table 1 Common Learning Community
cooperative approach to instruction in which Models
students engage in cooperative learning activities.
Still others may define this approach in social or • Team-Taught Paired or Linked Model: A
affective terms, stressing the cohort of students enrolls in two different
emotional/psychological benefits. A variety of classes. The classes are linked by thematic
approaches have emerged, including those connections between the disciplines or
inventoried in Table 1 (Gabelnick, MacGregor,
courses. However, instruction is done
Matthews, & Smith, 1990).
separately by each instructor.
The models in Table 1 define a learning community • Team-Taught Triads: A cohort of students
as a cohesive group of students taking two or more
takes three courses each semester for a
courses together, taught by faculty who are
committed to a collaborative, student-centered year. These courses are taught in a manner
learning environment that supports the achievement similar to the linked model
of shared learning outcomes. Learning communities • Team-Taught Learning Community: A
foster deep connection to the course content as well
cohort of students interacts with a group of
as to effective learning behaviors. Curricular
integration is reflected in coordinated syllabi, two to four faculty who collaborate in
learning activities, assignments, and evaluations. teaching an integrated program, resulting in
Organizational innovation is often required to the blurring of boundaries between
support interdisciplinary experiences that feature disciplines or courses in favor of a larger
active learning (Geri, Kuehn, & MacGregor, 1999). whole
• Learning Clusters: A cohort of students
Historical Development takes three or more courses with syllabi
coordinated around a common theme and
From the beginning, learning communities have been
revolutionary in nature. In 1927, the University of linked assignments
Wisconsin implemented a radical approach to • Federated Learning Communities: A
education by establishing the Experimental College
cohort of students registers for three
with its emphasis on student engagement through a
“living-learning community” (Meiklejohn, 1932). “federated” courses that are linked by a
This effort put theories of John Dewey, Malcolm common theme. The students also
Knowles, and Benjamin Bloom into practice. participate in a seminar that unites the three
courses. The seminar leader serves as
Though it faded from the educational scene for “Master Learner,” taking all courses with
several decades, the learning community model
 students and integrating ideas from them in Concluding Thoughts
seminar activities. Effective learning communities demand commitment
• Freshman Interest Groups (FIG’s): These from both learners and educators. They require a balance
are triads of courses offered around an area between structure and flexibility, a free-flowing give-
andtake between student and professor. They also require
of interest, an interdisciplinary topic, or
the incorporation of new ideas and insights, strong
courses related to a specific major. These leadership, and continued assessment of performance for
are typically peer-led and feature discussion all participants, including faculty. It is not enough simply
groups as well as study groups around to rewrite curriculum and include a few “enriching”
common courses. FIG’s often organize social activities, such as guest speakers, field trips, and visits to
gatherings and introduce students to campus the campus library or labs. Launching learning
resources. communities requires a fair amount of courage, as well
as a sense of adventure. It requires a spirit of “collective
Community College in the 1970s. In the 1980s
inquiry” in which the unique talents, abilities, and
Evergreen State College in Olympia, Washington, took
perspectives of all participants are honored and brought
the lead in reactivating, implementing, and formalizing
to fruition by a skilled mentor (Palmer, 1998). If your
the learning communities concept. This initiative has
institution supports learning communities, get involved.
been formalized in the National Learning Communities
If it does not, seek out other like-minded faculty and
Project: <learningcommons.evergreen.edu>.
Faculty Guidebook

introduce them to the teaching and learning adventure

Benefits of Learning Communities offered by learning communities.
3.1 Learner Development: Establishing Quality Learning
Environments
Research shows that students involved in a learning
community are “significantly more likely than their less
involved peers to show growth in intellectual interest and
values, and they are apparently more likely to get more
out of their college education” (Cross, 1998). Significant Table 2 Central Features of Learning
gains in student retention, achievement, rates of degree
Communities
completion, and intellectual development have also been
reported (Gabelnick et al., 1990). By participating in • A culture of exploration, meaning that
learning communities, faculty can explore a wider
the course design and implementation,
repertoire of teaching approaches and new, more
effective ways of relating to students and colleagues. though grounded in solid principles, are
Institutional effectiveness is also positively impacted constantly evolving in response to
through adoption of learning communities, as large students’ learning needs
groups of students and faculty become better aligned • Active, student-centered learning,
with institutional vision, mission, and culture.
using structured learning activities to
construct and reconstruct knowledge at
Essential Elements all levels in Bloom’s taxonomy

Learning communities are characterized by the following • A set of common, shared experiences,
elements: absence of threat, mastery learning, immediate inside and outside of the classroom,
feedback, collaboration, meaningful content, freedom to serving to draw students out of isolation
make choices, and adequate time on task (Geri et al., and bond them with faculty in the pursuit
1999). They require the creation of a positive learning of meaningful learning
environment in which students find support, engage
authentically in learning tasks, and relate course content • A commitment to instructional
to life experience. Ideally, the classroom also becomes innovation grounded in a willingness to
an interactive place in which fear is minimized, and challenge paradigms and investigate
students become more responsive and willing to take alternative methodologies that align
risks. Table 2 describes a number of key features of better with program objectives and
learning communities.
workplace requirements
 • The use of collaboration to reach
deeper meaning and, at times,
consensus or synthesis of ideas;
• Dependence on a mentoring model in
which individuals frequently switch
between roles of learner and teacher
• Facilitating the growth and
development of each student by
regularly assessing progress and
addressing skill development in the
cognitive, social, affective, and
psychomotor domains
• Responding to students’ diverse
learning styles to ensure that
educational and career opportunities
remain open to all participants
References
Cross, K. P. (1998). Why learning communities? Why
now? About Campus. July-August, 1-11.
Gabelnick, F., MacGregor, J., Matthews, R. S., &
Smith, B. L. (1990). Learning communities:
Creating connections among students, faculty,
and disciplines. New Directions for Teaching and
Learning, 41. San Francisco: Jossey-Bass.
Geri, L., Kuehn, D., with MacGregor, J. (1999).
From innovation to reform: Reflections on case
studies of 19 learning community initiatives.
Strengthening learning communities (pp. 195-
203). Olympia, WA: Evergreen State College.
Meiklejohn, A. (1932). The experimental college. New
York: Harper & Row.
Palmer, P. J. (1998). The courage to teach:
Exploring the inner landscape of a teacher’s life.
San Francisco: Jossey-Bass.