Elgin Community College
Submission #2 – Learning Communities Impact
Contact Information: Dr. Mary Perkins, Director of Student & Academic Effectiveness
Elgin Community College
1700 Spartan Drive, Elgin IL 60123
847-214-7414
Key words: First-year experience; learning communities; professional development; developmental education; student success course
Abstract:Learning Communities were initiated at Elgin Community College in 2005 with the express focus of improving student success in developmental education. Learning communitiesplace groups of students in two or more linked courses. The original program goals were to build peer relationships, intensify connections tofaculty, and deepen understanding of coursework.The early learning communities were thematically linked.
After attending the summer 2008 National Learning Communities Summer Institute at the Washington Center for Improving Undergraduate Education, the shifted its focus more directly on the types of learning that take place, which has resulted in an emphasis on integrated learning across disciplines as well as an emphasis on incorporating services and co-curricular experiences. This purposeful design for integrated learningbegan in 2009-2010. Learning community offerings at ECC focus on first-year courses, which include combinations of courses from developmental education, the college success seminar, and college-level high enrolled courses with low success rates. Learning community pairings are identified using course enrollment and course success data. Courses are scheduled in a block to facilitate student enrollment. Nearly 300 students participate in learning communities annually. This represents approximately 10% of the new students on campus. The program’s current student learning outcomes include engagement in collaborative/active learning, problem-solving and critical thinking skill development, integration of knowledge across disciplines, and establishing connections with peers and instructors. Learning communities are an integral component of the college’s First Year Experience program.
The program has also established faculty learning outcomes as through the partnerships that learning communities require, the program greatly contributes to faculty development. Faculty are expected to work closely together in their planning and delivery of the curriculum as well as in support of students. They also develop a broader team to support the students and each other by partnering with student services professionals to incorporate services into the classroom. There are over 30 faculty currently engaged in learning community work.
The learning community program is overseen by the Learning Community Steering Committee. The committee is led by a full-time faculty member who receive one course release for her work in supporting learning community faculty and leading the committee. The program has also designated an administrative lead who works closely with the faculty chair to provide programmatic and assessment support. In 2012, the college established a budget for this committee and committed to expanding the program to serve more students.
Description:Learning communities at Elgin Community College have proven to be a powerful intervention that has improved student engagement and the quality of learning. Students enrolled in learning communities report experiencing higher quality relationships with their peers (79%) in comparison to the overall student body (53%). Qualitative feedback from students indicates the power of the community of learners to be one the greatest aspects of the learning community experience as it promotes greater motivation and resilience. Students also report they are engaged in key academic behaviors at greater rates than the overall student body: 57% ask questions in class or contribute to class discussions v. 51% overall; 65% work with classmates on projects during class v. 51% overall; 64% apply concepts to practical problems or new situations v. 53%.Fall-to-fall student retention rates for the fall 2010 cohort show 70% of learning community students return the next year compared to 65% of non-learning community students who enrolled in similar courses. Course success rates for the fall 2010 cohort show 70% of learning community students were successful in their course work (grades A-C) compared to 66% of their non-learning community counterparts.
Faculty also report they have engaged in a powerful form of professional development.Faculty report teaching as part of a learning community has provided a method for examining their own teaching and learning from other teachers. As they partner to construct the learning environment, they have benefited from alternative perspectives and encouraged them to experiment with their teaching. This shift from one-shot professional development to more sustained and collective effort has been embraced by the participating faculty. Qualitative feedback from instructors also demonstrates their collaboration with support services has resulted in higher levels of engagement for students with these areas.
1Submitted 11/14/12 by M. Perkins