Role of Cross-Functional Professional Learning Communities in Creating Institutional Change to Improved Equitable Student Outcomes

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Teaching and Learning in Postsecondary Contexts (Table 12)

Abstract

Institutional culture change is needed to address the inequities in higher education. Drawing from a longitudinal mixed methods study, the authors explore how cross-functional professional learning communities (PLCs) engaged in learning and action related to improving the experiences and outcomes of low-income, racially minoritized, and first-generation college students. The authors explore how the PLC created multiple levels of change at the individual, unit, cross-functional and campus level that resulted in new policies, practices and structures that could improve student experiences and outcomes. In addition to finding ways to create change within their spheres of influence, the PLC members also indirectly influence changed by sharing what they have learned with others on campus.

Authors

• Ronald Hallett, University of Southern California

• Elizabeth M. Holcombe, University of Southern California

• Adrianna Kezar, University of Southern California

• Mariama Nagbe, University of Southern California

• Zoë Corwin, University of Southern California

• Liane I. Hypolite, California State Polytechnic University - Pomona