We’re excited that you’re exploring the possibility of developing and teaching within a learning community (LC) at GRCC. Learning communities are a high-impact teaching approach that intentionally links two or more courses around a shared theme, cohort of students and coordinated learning outcomes. This page outlines expectations, standards and the process for proposing a learning community and is designed to support faculty from early idea development through implementation.
As GRCC begins to build the infrastructure to administer learning communities, the information below reflects our current framework and may be refined as the initiative evolves.
Plan Early and Collaboratively
Developing an LC is a collaborative and intentional process that typically begins one academic year in advance of implementation. Early planning allows time to align curriculum, coordinate faculty partnerships, confirm scheduling and integrate co-curricular or experiential components that enhance student learning and belonging.
Faculty Eligibility and Expectations
Faculty interested in developing or teaching within an LC must meet the following criteria:
- Open to all faculty (full-time and adjunct)
- Must meet the qualifications to teach the proposed course(s)
- Must participate in a GRCC led professional development and/or training on learning communities. Prior professional development and/or experience will be considered.
- Must collaborate ongoingly with their faculty LC partner and other college areas (e.g. Student Affairs).
- Participating in 3-5 planning meetings the semester prior to your LC and during.
- Being responsive to email communications.
- Coordinating syllabi, assignments and course schedules.
- Supporting shared recruitment and student communication efforts.
- Participating in assessment, reflection and post-semester review activities.
Course Pairing and Instructional Standards
All proposed Learning Communities must meet the following standards:
- Courses must run in the same semester, on the same campus, in the same modality, and on the same days of the week. (e.g. Fall 2026, Main Campus, in-person, M/W).
- General Education courses are strongly encouraged.
- Courses should be cross-disciplinary.
- A minimum of 20% of graded work and/or structured learning activities must be shared and demonstrate clear connections across disciplines.
- Embedding campus supports such as tutoring, advising or student success coaching is strongly encouraged.
Student Experience and Support Standards
Learning Communities are designed to support students by fostering connection and engagement. The LC will:
- Build a sense of belonging among students.
- Encourage collaboration and peer-to-peer learning.
- Integrate co-curricular or experiential learning opportunities, when appropriate.
- Provide clear communication, shared expectations and coordinated support.
- Support diverse student needs, including academic, personal and scheduling considerations.
Learning Community Proposal Process
GRCC will approve Learning Communities through an annual proposal process.
Step 1: Concept Development & Consultation
Faculty are to communicate with the LC liaison to express interest in offering an LC. This step helps clarify expectations, timelines and instructional strategies. Faculty should also communicate their interest to their department head or program director along with their dean.
Step 2: Submit Learning Community Proposal
Faculty will submit a GRCC learning community proposal outlining:
- Linked courses and faculty partners
- Shared theme and learning goals
- Planned curricular and co-curricular connections
- Anticipated student audience
- Support needs and considerations
Proposals are to be submitted to the executive director of the Center for High Impact Experiences. Proposals will then be reviewed for curricular alignment, feasibility and student impact. Faculty may be asked additional questions and/or asked to present to the Learning Communities Team for additional clarity.
Step 3: Review and Approval
Approved proposals will be confirmed in coordination with academic leadership and scheduling processes.
Proposal Documents (Coming Soon)
The following resources are available to help you in the design of your LC:
- Sample Learning Community Proposal
- Learning Community Proposal
- Proposal Review Rubric
Post-Proposal Approval
Faculty can expect the following upon approval:
- LC courses will be prepared within our scheduling system.
- Communication and marketing tactics will be prepped and implemented.
- LC faculty will attend an LC summer professional development session through GRCC.
Learning Community Support
Faculty approved to facilitate an LC will receive .5 ROL for the semester prior to the LC and .5 EOL during the LC. The LC faculty facilitator commits to the following responsibilities to support successful design, implementation and evaluation of the LC experience.
Pre-Semester (Planning and Design Compensation)
- Participate in structured co-planning meetings with their LC faculty partner to develop integrated assignments and design a cohesive student experience that meets course learning outcomes for both courses.
- Collaborate with key college partners (e.g., Academic Advising, Center for High-Impact Experiences, Admissions, Orientation and other relevant areas) to coordinate student onboarding, communication and support strategies.
- Develop shared instructional materials, which may include integrated syllabus components, cross-course assignments and coordinated learning activities.
- Participate in required LC training and planning sessions focused on high-impact practices and collaborative teaching.
- Contribute to development of a student onboarding and engagement plan specific to the LC cohort.
During Learning Community Semester (Implementation Compensation)
- Deliver coordinated instruction with their LC partner, intentionally reinforcing connections between courses and learning outcomes.
- Participate in regular coordination meetings with faculty partners and relevant student support areas to monitor student progress and address emerging needs.
- Implement shared assignments, integrated learning experiences and/or co-curricular engagement activities connected to the LC.
- Support coordinated student communication and referral to campus resources when appropriate.
- Participate in LC assessment activities, including student feedback collection and outcome reporting.
- Impact Sharing & Continuous Improvement
- Participate in end-of-learning community debrief and/or reflection activities, and/or submission of report sharing outcomes, promising practices, or lessons learned through at least one campus or professional venue (e.g., showcase, presentation, workshop, or written summary).
- Contribute feedback to improve future LC design and implementation.
- Submit an end-of-the-term report following a template provided by the Provost's office. The end-of-the-term reports will be forwarded to the associate provost of Instructional Support and institutional planning and then to the provost’s office.
- Your dean, associate dean, the associate provost of Instructional Support and Institutional Planning and/or the executive director of the Center for High Impact Experiences may ask you for periodic updates on your work.