There were nine students and four faculty members who participated in the experience. Data were collected using multiple data collection approaches, including personal interviews, observations of group discussions occurring as part of regular faculty and student meetings, and classroom observations. Reflective field notes and tape recordings were used to assist in the recall of poignant information pertaining to the research questions. All interviews were tape recorded and transcribed verbatim. The transcribed interviews were content analyzed to identify major themes emerging from data. In addition, data on grade point averages and next term enrollment were obtained from the Management Information System maintained by the college.

This study found that the integration of students begins at a social level. Students first formed a supportive social community with peers and faculty; academic integration followed. Student motivation was attributed to relationships with faculty and students in the learning community, support from friends and family, self determination, and attitude. The faculty members were rejuvenated by the team experience and were supported by one another in working with this population of students. Students' academic achievement was associated with changes in their behavior from high school, an understanding what is needed to be successful in college, and their attendance. The students who persisted to next term had an academic goal or an occupational goal.

Recommendations for policy and practice relating to learning communities include: their establishment at community colleges to stimulate social and academic integration that often occurs naturally at residential institutions; the dissemination of information on their value to students and faculty; their utilization as tools for retention and faculty rejuvenation; and their recognition as an innovative initiative that addresses curriculum change.