Learning Communities at Reynolds: Applications of a High-Impact Educational Practice

Learning Communities (LCs) are identified as one of the leading educational activities that have the greatest impact upon contemporary students in Professor George Kuh’s 2008 report prepared for the Association of American Colleges and Universities.  While a number of pedagogical strategies are frequently identified with and applied in LCs, at the basic level a LC occurs with the enrollment of the same group of students in two (or more) courses which are coordinated by the professors.  

With expert assistance from the Washington Center at The Evergreen State College, Reynolds launched six of these interdisciplinary linkages in Fall 2007. One of the more available how-are-we-doing measures is the number of students who are co-enrolled in all course sections comprising a particular LC.  In Fall ‘07, approximately 40 students were co-enrolled in Reynolds LCs.  Over the following semesters the LC initiative has expanded the number of students served as well as increased the number of faculty teaching LCs. 

In Fall 2010, twenty-two LCs were offered which co-enrolled more than 400 students in a dozen disciplines.  

Learning Communities and their Impact on Students

LCs are important because they increase students’ retention, persistence and engagement.  We have assessed Reynolds LCs in these measures and find that our local experience is similar to national findings. Whether or not LCs improve grades is a little more difficult to determine, one of the factors being that persistence is improved with all levels of academic achievers.  Many LC faculty contend that their LC-affiliated students are making greater headway in terms of intellectual gain and academic engagement than their non-LC-affiliated students. 

Faculty Engagement

Faculty also find very rewarding moments when a student who has heretofore just been “along for the ride,” transitions into an active, engaged learner.   Such transformations fit well with the College’s emphasis through our QEP on student success, One Student & One Instructor at a Time. Most LC faculty also enjoy the camaraderie and professional development that occurs when working with a faculty member from another discipline. 

For More Information

Faculty engaged in LC teaching (or who just wish to explore LC-related pedagogies) are invited to become active members of the Reynolds Faculty Learning Community (RFLC).  RFLC membership includes membership in the Blackboard organization of the same name, a rich resource organized and maintained by Dr. Miles McCrimmon who also serves a RFLC facilitator.  More than 250 faculty are RFLC members, including faculty from sister community colleges, universities and the VCCS.   Reynolds is recognized as a leader in LCs throughout the VCCS and beyond.  

--Charlie Peterson

Assistant Dean, Educational Support Services & Director of Learning Communities