These elements are:

  1. Clear and well-understood mission, vision, and goals
  2. Committed leadership, wide connections, and solid volunteer workforce
  3. Purposeful and well-implemented curriculum, pedagogy, and structure
  4. Appropriate and ubiquitous assessment
  5. Ongoing, well-subscribed formal and informal instructional development for both faculty and staff
  6. Staff and faculty rewards and incentives commensurate with the valuable contribution learning communities make to student learning and success, faculty and staff development, and institutional transformation
  7. Continual cross-divisional attention to implementation issues, e.g., recruitment, marketing, advising, registration, student assignment into residential learning communities
  8. Sustained and adequate mixture of resources to enable the above

Can the impact of the program be enhanced simply by fine-tuning what you’re already doing? Where are the key leverage points? Who are the crucial players?

For example, a good faculty learning community is an essential element of a strong student learning community program. So when I’m asked to assess a program, I always ask, “What support is there for faculty to learn about learning community theory and practice? What is faculty understanding about this? Are there common understandings among faculty about learning community goals and core practices?”

Maintenance of consistent quality in a program requires a comprehensive, ongoing faculty development effort, so I would certainly want to know what you are doing to acculturate new faculty to learning community theory and practice and what issues they face. This is especially important now, with large-scale programs and high faculty turnover

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Let me begin by first reviewing what we mean by the term learning communities. In their most basic form learning communities are a kind of co- registration or block scheduling that enables students to take courses together. The same students register for two or more courses, forming a sort of study team. In some cases, typically referred to as “linked courses,“ students will enroll together in two courses, most typically a course in writing or math with a course in selected literature or, in the case of math, a course in science. In larger universities, such as the University of Oregon and the University of Washington, beginning students may attend two or more lecture classes with 200-300 other students but stay together for a smaller discussion section or what is commonly referred to as a Freshman Interest Group. In other cases, such as the Federated Learning Communities at LaGuardia Community College, students take three or more courses together in which they are the only members of the class. In this way, they form a “community of learners” whose members are all studying the same material. In still other cases, such as Seattle Central Community College, students in their Coordinated Studies Program take all their courses together in one block of time so that the community meets two or three times a week for four to six hours at a time.