Abstract

The purpose of this study was to identify the essential characteristics of curricular learning communities in higher education. Curricular learning communities are structured academic programs that include features such as clustered or linked courses, student cohort groups, interdisciplinary curriculum, and increased student and faculty interaction.

A Delphi study, consisting of an open-ended survey followed by three questionnaires, was conducted. The participants in the study were higher education professionals who had extensive experience as learning community practitioners and/or researchers. In the initial survey, participants were asked to identify the essential curricular, pedagogical, structural, and environmental characteristics of curricular learning communities. Subsequent questionnaires asked participants to select and then rate the importance of characteristics named by the group. The Delphi process was employed with the intention of achieving consensus among the experts on the essential characteristics of curricular learning communities.

The arithmetic mean, mode, range, standard deviation, and level of agreement were analyzed for each item after each round. Convergence occurred between rounds as evidenced by changes in analysis results. Items that experienced a strong or increasing level or agreement and mean score, and a low or decreasing range or standard deviation were analyzed to identify thematic connections. Participant answers to an open-ended question about the future of learning communities were qualitatively analyzed.

Findings:

Five essential elements of curricular learning communities were identified in this study. According to this study, a curricular learning community includes the following features:

1. The curriculum is connected and integrated, cutting across departmental lines and divisions.

2. There is a high level of faculty collaboration and participation in all facets of the learning community program.

3. Learning is collaborative and active – students are actively engaged in the learning process.

4. There is on-going assessment and communication about student learning outcomes and program results.

5. The learning community program fits within its institution’s mission, structures, processes, culture and climate.

According to the results of this study, the above elements are essential to the creation and sustenance of curricular learning communities in higher education.