MissionThe mission of the Learning Communities Association is to foster college student learning, success, and development through the production and dissemination of knowledge that informs learning community theories, policies, practices, programs, and professional development enacted by higher education faculty, staff, and administrators.
PurposeThe Learning Communities Association is committed to advancing college student learning, success, and development through networking, advocacy, research, and professional development within learning communities theory and practice.
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Learning Communities Association Definition of Learning Communities
Learning communities represent intentional educational approaches to improve the teaching and learning experience. These approaches often emphasize integration of the curriculum and co-curriculum and prioritize community-building among faculty, staff, and a cohort of students. Implementation of these efforts may come in different forms, but typically incorporates at least one of the following:
- A curricular structure characterized by a cohort of students participating in an intentionally designed integrative study of an issue or theme through connected courses, curriculum, experiences, and resources.
- A cohort of students living in a residential community intentionally designed via a faculty-staff partnership to facilitate integration between academic and residential curricula.
Common examples* include:
Linked Courses
Cohorts of students enrolled in two or more courses led by different faculty members who identify common student learning outcomes and intentionally integrate curriculum as demonstrated by students on scaffolded integrative assignments and assessments. These are not residentially based communities.
Living-Learning Communities
Student cohorts that live together in residence and either a) engage in integrated academic content through an integrative curriculum offered through coursework supported by co-curricular programming or b) participate in residential programming or engage in a residential curriculum co-designed by residence life/housing staff and a faculty partner(s) that complements an academic curriculum. Either approach is represented through clear collaboration between residence life /SL and AA.
Residential Colleges
A residential college (RC) is a collegiate residential environment in which live-in faculty play an integral role in the programmatic experience and leadership of the community. Features may include academic department association, AA and SA partnerships, linked courses, curricular and co-curricular programming infused into RC, and traditional programs/social events.
Coordinated Studies Program
Coordinated studies programs are thematically linked courses fulfilling a students’ full semester course schedule. Courses are team-taught by two or more faculty. Some institutions register students for a single course of 8-16 credits while others register students for multiple courses.
* The examples above are based on the work of the National Learning Communities Collaborative. The National Learning Communities Collaborative is an informal group of learning community practitioners and researchers representing organizations whose efforts are directly related or contribute to advocacy, research, and scholarship within learning community theory and practice. This cohort has been engaging in ongoing dialogue to explore the current state and future direction of learning communities.
Linked Courses
Cohorts of students enrolled in two or more courses led by different faculty members who identify common student learning outcomes and intentionally integrate curriculum as demonstrated by students on scaffolded integrative assignments and assessments. These are not residentially based communities.
Living-Learning Communities
Student cohorts that live together in residence and either a) engage in integrated academic content through an integrative curriculum offered through coursework supported by co-curricular programming or b) participate in residential programming or engage in a residential curriculum co-designed by residence life/housing staff and a faculty partner(s) that complements an academic curriculum. Either approach is represented through clear collaboration between residence life /SL and AA.
Residential Colleges
A residential college (RC) is a collegiate residential environment in which live-in faculty play an integral role in the programmatic experience and leadership of the community. Features may include academic department association, AA and SA partnerships, linked courses, curricular and co-curricular programming infused into RC, and traditional programs/social events.
Coordinated Studies Program
Coordinated studies programs are thematically linked courses fulfilling a students’ full semester course schedule. Courses are team-taught by two or more faculty. Some institutions register students for a single course of 8-16 credits while others register students for multiple courses.
* The examples above are based on the work of the National Learning Communities Collaborative. The National Learning Communities Collaborative is an informal group of learning community practitioners and researchers representing organizations whose efforts are directly related or contribute to advocacy, research, and scholarship within learning community theory and practice. This cohort has been engaging in ongoing dialogue to explore the current state and future direction of learning communities.
Founding of the Learning Communities AssociationThe Learning Communities Association (LCA) was founded on November 13, 2015, in Kansas City, MO at a summit meeting held during the National Learning Communities Conference. This is the story behind the founding of the LCA.
Learning communities have a long history in higher education with well documented benefits for students and faculty. The Washington Center at the Evergreen State College, the National Learning Communities Conference, state Consortia in California, Illinois, Washington, Texas and regional consortia representing the, Atlantic Center for Learning Communities, South Atlantic Learning Communities Consortium, and the Great Plains Learning Community Consortium are among the organizations that have worked to advance learning communities. However, there was not a national organization for learning communities. During conversations at various conferences and meetings this was brought up. In particular, it was noted there was not an organization for individuals to get involved in advancing learning communities unless they were in a state or region with a consortium. Additionally, not all those working in learning communities have the resources to attend the National Learning Communities Conference. Based on these concerns, a Summit of learning communities representatives from the National Learning Communities Conference, Washington Center, state consortia in California, Illinois, Washington, Texas, and regional consortia representing the, Atlantic Center for Learning Communities, South Atlantic Learning Communities Consortium, and the Great Plains Learning Community Consortium agreed to participate in a Summit Meeting on November 13, 2015 during the National Learning Communities Conference in Kansas City, MO. At the summit the issue of forming some type of national association was discussed. The participants were unanimous that learning communities had arrived at a point where a national association was needed. It was noted that the association was not intended to replace any of the existing learning communities organizations. Rather, the goal was to bring unity and expand participation opportunities. The attendees, now known as the Founders, agreed on the name, Learning Communities Association (LCA), and that they would spend the next year working to develop the LCA. Over the next year the Founders, working as a Provisional LCA Council, created 3 task forces to work on 1) governance, 2) Mission/Purpose, and 3) Communications. The governance structure and mission found on the webpage were developed by the task forces. The communication task force facilitated the work and investigated how best the LCA would address future communication issues. The work was completed and then a nominations committee was formed to solicit nominations for the new LCA Council. The call for nominations was distributed on the Washington Center’s listserv and the committee put forth a slate of nominees. The Provisional Council met on November 11, 2016 at National Learning Communities Conference in Atlanta, GA to accept the nomination committee slate and complete business. On November 12, 2016, the LCA was formally introduced at a presentation for the attendees of the Learning Communities Conference, along with the founding Officers and Council. The LCA Council then spent the time from November 2016- to March 2017 working to establish the LCA administration, including a system for joining and launching a website. Also, a committee is working on hosting the first webinar. We have an exciting future. March 2, 2017 LCA Address
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LCA Founders
11/13/2015 Summit Invitees:
Carlos Huerta (facilitator), Cathy Bradford
2016 Nominations CommitteeJames Allen
LCA Founding CouncilPresident: Carlos Huerta
Laura Pipe
Ex-officio CouncilWashington Center:
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