SURVEY OF STUDENTS’ EXPERIENCES OF LEARNING IN LEARNING COMMUNITIES
HIGHLIGHTS FROM THE 2013-14 SURVEY ADMINISTRATIONS
AUGUST 2014
During the 2013-14 academic year, 30 institutions of higher education—20 colleges and
10 universities—administered Washington Center’s Online Survey of Students’
Experiences of Learning in Learning Communities. Students from two-year colleges
accounted for 54% of the 4,252 responses.
Survey respondents were enrolled in a variety of learning communities (LCs): 74% in
college-level LCs; 10% in pre-college LCs; and 16% in a learning community that
combined pre-college and college-level courses. The majority (83%) were enrolled in a
learning community that combined two or more classes while 17% were enrolled in a
program that shared a common experience, such as a course, seminar, or project.
Faculty activities or behaviors reported by students that happen “often” or “very often”
in their LC classrooms included the following:
 89% reported that their teachers encouraged them to ask questions in class.
 87% reported that their teachers made students feel comfortable about
participating in class activities.
 86% reported that their teachers encouraged them to discuss assigned work in
class.
 84% reported that teachers made the goals, objectives, and vocabulary of
learning communities clear.
These percentages were similar to findings from 2012-13.
Notable student outcomes or behaviors (responses of “often” or “very often”) included
the following:
 90% reported their participation in a learning community helped them develop
their ability to take responsibility for their own learning.
 86% reported that in their learning community they were required to think
critically and analytically often (38%) or very often (48%).
A substantial majority of the respondents indicated that their participation in the LC
“helps me develop my ability” to “be successful in future courses and programs” (88%),
“persist when faced with academically challenging work” (82%), and “work effectively
with others to complete assignments or projects” (82%).
A number of the survey questions relate directly to integrative learning. The 2013-14
survey results are similar to results from prior years. They indicate that 76% of the
respondents often or very often “work on connecting or integrating ideas, strategies or
skills from classes (disciplines) included in the learning community,” and “reflect on how
these connections lead to new insights or understanding.” In addition, over threequarters of the respondents reported that their instructors often or very often
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SURVEY OF STUDENTS’ EXPERIENCES OF LEARNING IN LEARNING COMMUNITIES
HIGHLIGHTS FROM THE 2013-14 SURVEY ADMINISTRATIONS
AUGUST 2014
demonstrated “how to integrate concepts and skills from different classes in a
meaningful way” and a similar percent reported that their instructor often or very often
assigned work “that asks me to connect concepts and skills from different classes to
reach new understanding and/or applications.”
When students compare their LC class experience with other classes, 32% reported that
they spent more time in their LC memorizing facts and figures—a surprising outcome
worth further inquiry at a local level. And, by contrast, over half also reported that they
spent more time in their LC analyzing, synthesizing, evaluating, integrating, and applying
what they learn to practical problems or new situations. The percentages are up slightly
from the prior year.
A breakdown by two-year and four-year schools of the “often” or “very often” results
for all survey categories is included on the next page.
In the 2013-14 survey administration, as with previous years, close to half the students
reported that they sometimes (33%) or never (12%) ”work with classmates outside of
class on course assignments, homework, or projects,” and 43% reported that they only
sometimes (31%) or never (12%) “peer review my own and others’ work during class.”
46% of the respondents reported they sometimes (41%) or never (5%) “ask questions in
class,” an improvement over the prior year. This is an interesting contrast to the 89%
reporting that their teachers encourage them to ask questions in class, and may be
worth examining at the institution level.
Note: The data reported does not account for the longevity of the LC program, i.e.
whether programs are well-established or just getting started. Results may also be
influenced by differences in the content or disciplines included in the learning
community, information not included in the survey database.
----------------------------------------------------------------------The online Survey of Students’ Experiences of Learning in Learning Communities is
available again for administration in 2014-15. If you are interested in getting data for
your learning communities for the upcoming academic year, contact the Washington
Center washcenter@evergreen.edu
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SURVEY OF STUDENTS’ EXPERIENCES OF LEARNING IN LEARNING COMMUNITIES
HIGHLIGHTS FROM THE 2013-14 SURVEY ADMINISTRATIONS
AUGUST 2014
Comparison of Two-Year & Four-Year Respondents
Survey Question
Part I. In my learning community, I:
Ask questions in class
Participate in class discussions or seminars
Work on reading, writing and/or problem-solving assignments
during class
Work with other students to examine complex issues during class
Peer review my and other students’ work during class
Work with other students on group projects during class
Present my work, or work done as part of a group, to the class
Work on connecting or integrating ideas, strategies, or skills from
classes (or disciplines) included in this learning community
Reflect on how these connections lead new insights or
understanding
Use what I am learning to contribute to another class
Work with classmates outside of class on class assignments,
homework or projects
Discuss ideas from this learning community with family members,
co-workers, other students, etc.
Develop friendships with classmates based on shared learning
community experiences
Part II. Teachers in my learning community:
Make the goals and vocabulary of learning communities clear to me
Make all students feel comfortable about participating in class
activities
Encourage students to ask questions in class
Encourage students to discuss assigned work in class
Help students establish productive working groups
Talk to me about my ideas
Encourage me to explore my ideas
Help me use my background knowledge and life experiences to learn
new things
Demonstrate how to integrate the concepts and skills from different
classes in a meaningful way
Percent Responding
“Often” or “Very Often”
2-Year
4-Year
N = 2305
N = 1949
59%
76%
48%
68%
81%
62%
76%
65%
71%
64%
67%
49%
65%
59%
79%
73%
80%
71%
75%
69%
50%
62%
62%
52%
73%
78%
88%
80%
90%
83%
91%
89%
84%
79%
84%
86%
82%
74%
70%
77%
81%
76%
80%
75%
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SURVEY OF STUDENTS’ EXPERIENCES OF LEARNING IN LEARNING COMMUNITIES
HIGHLIGHTS FROM THE 2013-14 SURVEY ADMINISTRATIONS
AUGUST 2014
Survey Question
Percent Responding
“Often” or “Very Often”
2-Year
4-Year
N = 2305
N = 1949
Assign work that asks me to connect concepts and skills from
79%
73%
different classes to reach new understandings and/or applications
Show me how to evaluate the strengths and weaknesses in my work
84%
73%
as a basis for improvement
Encourage me to seek out other resources on campus (library, math
center, writing center, learning center, student services, financial
86%
83%
aid, etc.)
Encourage me to plan the next steps in my education with a
76%
76%
counselor or advisor
Part III. My participation in this learning community helps me to develop my ability to:
Write clearly and effectively
89%
69%
Speak clearly and effectively
85%
73%
Think critically and analytically
91%
79%
Analyze quantitative problems
83%
66%
Work effectively with others to complete assignments/projects
85%
78%
Identify the learning strategies that are most effective for me
85%
77%
Persist when faced with academically challenging work
86%
77%
Take responsibility for my own learning
93%
86%
Connect my learning in school to problems and issues in my local
81%
75%
community and the world
Be successful in future courses and programs
91%
84%
Part IV. In my learning community, compared to other classes, I spend more, less, or about the
same amount of time:
Percent Responding
“More”
Memorizing facts and figures
41%
21%
Analyzing elements of an idea, experience, or theory
62%
40%
Thinking through my assumptions
62%
44%
Synthesizing ideas, experiences, or theories
62%
42%
Evaluating information, methods, and arguments
64%
42%
Integrating ideas, strategies, and skills from multiple sources
64%
45%
Applying theories or concepts to practical problems or new
60%
41%
situations
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