A Learning Community's Potential Academic Impact: A Qualitative Analysis

Learning Communities (LC) in higher education can serve as powerful connectors among individuals, particularly when integrating minority and White students. We conducted 24 in-depth interviews, using qualitative research methodology, with the 2004 cohort of LC students from a private, selective, Midwest university. Seniors at the time of interviews, the students reflected on their perceived outcomes of their freshman LC experiences. Elsewhere (Firmin, Warner, Johnson, Firebaugh, & Firmin, 2009a), we reported that participants showed the experience to hold a cogent social purpose, with many members recounting memories with a sense of positive nostalgia. We also reported attitudinal outcomes of the participants LC experience, with members' shifts in biases, level of satisfaction, and factors related to involvement (Firmin, Warner, Johnson, Firebaugh, & Firmin, 2008b). Present findings discuss the academic experience of members who participated in the LC program. Students reported that the social functions of the LC supported academic activities and learning. Students also developed relationships with the professors, and many viewed the instructors as being influential mentors.