The Perceptions of Community-College Faculty Teaching in Learning Communities

Abstract

ABSTRACT The objective of this study was to describe community-college faculty’s experiences teaching in learning communities. Quantitative survey data were collected from 34 faculty who had taught in at least one learning community during fall 2012–spring 2018, at an urban community college in the Northeast. Survey questions examined faculty’s evaluation of the college’s learning community program as well as their perceptions of their experiences teaching in learning communities, including how teaching in a learning community related to their social connections with students and colleagues, engagement with the larger college community, and job satisfaction. Overall, participants reported positive perceptions of their participation in the program. Most reported having developed meaningful relationships with both students and colleagues, becoming more engaged with the larger college community, and enhanced their job satisfaction through teaching in learning communities. These findings build upon limited understanding of the experiences of community-college faculty teaching in learning communities.