AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
April 11, 2011
SUBJECT:
Learning Communities Update: REAL
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 2
E.7
Background:
Since the California Basic Skills Initiative in 2005 and prior, Cabrillo has maintained a strong
commitment to serve the needs of our basic skills student population. One of the ways in which we
have strengthened our basic skills students’ persistence and success rates is by both expanding
existing and developing new basic skills Learning Communities (LC). Although each LC is slightly
different and includes unique themes and different structures, most include basic skills English
courses (Engl 255 or Engl 100) and are designed to support the needs of basic skills students.
There are five Learning Communities for basic skills students, including ACE (formerly DBA),
STARS, PUENTE, SMP, and REAL. While the first four of these LCs are “programmatic” (ie: they
are programs which often have support staff, office spaces, and/or are connected to larger
organizations and institutions that may extend beyond Cabrillo), REAL is an “organic” LC. Organic
Learning Communities are a staple of many colleges and universities and arise when two or more
faculty members express a desire to link their courses and integrate themes and formally propose
their idea to the administration.
REAL (Reading and English Academic Learning) includes two linked courses: English 255 and
Reading 255. Its history dates back to fall 2000 when English and Reading faculty decided to link
these two courses via a Learning Community. Since students in English 255 have to
simultaneously take Reading 255 (they are co-requisites), English and Reading faculty thought
perhaps student performance would improve if these courses included the same group of students
and if the courses were linked and thematically integrated. These LCs were sporadically offered
between 2001-2005, and were formally revived in 2007 following the Basic Skills Initiative and
campus-wide efforts of expanding and promoting basic skills Learning Communities. From 20072010, at least 1-2 of these LCs were offered each semester, and they were known as “English and
Reading Learning Communities.” Thereafter, counseling support was embedded. Although REAL
does not include a linked Counseling and Guidance (CG) course, an academic counselor,
supported via BSI funds, regularly visits the two classrooms, provides general instruction and
counseling to students, and meets individually with students to complete educational plans and
discuss career goals. Finally, in 2010 and with student input, REAL was adopted as the new name
for this LC.
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Administrator Initiating Item:
Renée M. Kilmer, Vice President, Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
x Yes  No
x Yes  No
Final Disposition
REAL Learning Communities include enticing, modern, enjoyable themes designed to pique the
interest of students and encourage a love of reading and writing. For example, one section
currently offered revolves around Heroes while another focuses on Vampires. The latter gained so
much popularity that REAL was featured last semester (Nov. 2010) in a Santa Cruz Sentinel news
article (available at: http://www.santacruzsentinel.com/localnews/ci_16633666). Next year, REAL
will offer a new section that explores the theme of Social Networking.
Preliminary studies from the Planning and Research Office (PRO) comparing success rates for
regular Engl 255 sections and REAL sections have shown varying degrees of success in different
years. For the most recent academic years for which we have complete data, the study revealed
that REAL Engl 255 students had a higher success rate at 71% compared to English 255 students
who were not in an LC, whose success rate was 63% (7% difference). The retention rates,
however, were lower for REAL Engl 255 at 84% and 89% for non LC Engl 255. While REAL may
be withdrawing at a higher rate, those that complete are completing at a higher rate. These figures
are significantly higher than previous years’ cohorts. More research and analysis is necessary to
ferret out other determining factors.